4 0
Releasing Responsibility. 6 6 - - - 32-37p. : ill. 24 cm. - Monthly. - - - November 2008 / volume 66, number 3 - . - . - 0 . - . - 0 .
Students are frequently assigned responsibility for their own learning activities; for example, teachers assign students to read a chapter in their textbook and answer the questions at the end. But students are rarely learning much in these instances. One reason so little learning happens when teachers assign individual learning tasks, Fisher and Frey believe, is that teachers often ask students to assume responsibility for their own learning with concepts and skills that are too recently introduced, so that students feel unclear on the purpose of the learning activity, unsure of what to do, and unmotivated. Instead, teachers must gradually transfer responsibility for learning from teacher to student, providing supports along the way. The authors describe four key ways teachers should support students as they move toward being able to learn independently: (1) establishing clear learning objectives, (2) modelling expert thinking, (3) promoting peer collaboration, and (4) providing guided instruction.
5
5
2 = Educational Leadership. =
Association for Supervision and Curriculum Development, 125 N. West St., Alexandria, VA 22314-2798
46041369
2
101086164 DNLM
2 --0------
6 --0-- 2 --------
0 2 --
--20------
Student responsibility. --------20--
--------20--
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L11 .Ed83el / 2
/ 2
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/
Releasing Responsibility. 6 6 - - - 32-37p. : ill. 24 cm. - Monthly. - - - November 2008 / volume 66, number 3 - . - . - 0 . - . - 0 .
Students are frequently assigned responsibility for their own learning activities; for example, teachers assign students to read a chapter in their textbook and answer the questions at the end. But students are rarely learning much in these instances. One reason so little learning happens when teachers assign individual learning tasks, Fisher and Frey believe, is that teachers often ask students to assume responsibility for their own learning with concepts and skills that are too recently introduced, so that students feel unclear on the purpose of the learning activity, unsure of what to do, and unmotivated. Instead, teachers must gradually transfer responsibility for learning from teacher to student, providing supports along the way. The authors describe four key ways teachers should support students as they move toward being able to learn independently: (1) establishing clear learning objectives, (2) modelling expert thinking, (3) promoting peer collaboration, and (4) providing guided instruction.
5
5
2 = Educational Leadership. =
Association for Supervision and Curriculum Development, 125 N. West St., Alexandria, VA 22314-2798
46041369
2
101086164 DNLM
2 --0------
6 --0-- 2 --------
0 2 --
--20------
Student responsibility. --------20--
--------20--
----2
L11 .Ed83el / 2
/ 2
/
/