Better Learning Through Structured Teaching: A Framework for the Gradual Release of Responsibility, 2nd Edition, Dec/2013

This revised and updated edition of an ASCD best-seller digs deeper into how teachers can equip students with what they need to develop content understanding and be self-directed learners. Get new tips and tools to support your implementation of a tried-and-true classroom practice that includes 

1. Focused instruction that establishes a purpose for learning and models how students should work.
2. Guided instruction that uses prompts, cues, and questions to lead students to new skills and understanding.
3. Collaborative learning that allows students to practice these skills and deepen understanding through exploration, problem solving, and working with peers.
4. Independent learning that requires students to use the skills and knowledge they've acquired to create authentic products and ask new questions.

The authors help you bring this approach to life in your classroom with real-life scenarios, checklists for planning, ideas for differentiation, and examples that align with the Common Core standards.

About The Authors:

Douglas Fisher is a professor of educational leadership at San Diego State University and a teacher leader at Health Sciences High & Middle College. He is a member of the California Reading Hall of Fame and the recipient of a Celebrate Literacy Award from the International Reading Association, the Farmer Award for Excellence in Writing from the National Council of Teachers of English, and a Christa McAuliffe Award for Excellence in Teacher Education from the American Association of State Colleges and Universities. He has published numerous articles on improving student achievement, and his books include The Purposeful Classroom: How to Structure Lessons with Learning Goals in Mind; Enhancing RTI: How to Ensure Success with Effective Classroom Instruction and Intervention; Checking for Understanding: Formative Assessment Techniques for Your Classroom; How to Create a Culture of Achievement in Your School and Classroom, and Using Data to Focus Instructional Improvement. He can be reached at dfisher@mail.sdsu.edu.

Nancy Frey is a professor of educational leadership at San Diego State University and a teacher leader at Health Sciences High & Middle College. Before joining the university faculty, Nancy was a special education teacher in the Broward County (Florida) Public Schools, where she taught students at the elementary and middle school levels. She later worked for the Florida Department of Education on a statewide project for supporting students with disabilities in a general education curriculum. Nancy is a recipient of the Christa McAuliffe Award for Excellence in Teacher Education from the American Association of State Colleges and Universities and the Early Career Award from the Literacy Research Association. Her research interests include reading and literacy, assessment, intervention, and curriculum design. She has published many articles and a number of books on literacy and instruction, including Productive Group Work: How to Engage Students, Build Teamwork, and Promote Understanding; The Formative Assessment Action Plan: Practical Steps to More Successful Teaching and Learning, and Guided Instruction: How to Develop Confident and Successful Learners. She can be reached at nfrey@mail.sdsu.edu.