iRubric: Focused Instruction Gradual Release of Responsibility rubric

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Focused Instruction Gradual Release of Responsibility Focused Instruction Gradual Release of Responsibility Figure 6.3 from Fisher & Frey. Quality Indicators Phase 1: Focused Instruction; Phase 2: Guided Instruction; Phase 3: Collaborative Learning; Phase 4: Independent Learning Rubric Code: G2499XW By Shawnteljon Ready to use Public Rubric Subject: Education Type: Reflection Grade Levels: Graduate, Post Graduate

Phase 1: Focused Instruction
	Proficient 4 pts	Skillful 3 pts	Approaching 2 pts	Minimal 1 pts
Lesson Content Lesson contains content, language, and social purposes and is based on formative assessment.	Proficient Lesson is explicitly presented through content, language, and social purposes, which are based on content standards and language demands of the task as well as students' assessed needs.	Skillful Purposes are stated and address students' needs identified via formative assessments but are not well connected to content standards or language demands of the task.	Approaching Only one purpose is stated (i.e., content, language, or social purpose is missing), or purpose is not relevant for students. Some type of assessment has been used to design instruction	Minimal No content or language purpose is stated or implied. There is no evidence of formative assessment to plan instruction.
Purpose: What, How, Why Students can explain purposes in their own words: what they are learning, how they show their learning, and why they need to learn this lesson.	Proficient Randomly selected students can explain or demonstrate how the stated purposes relate to their own learning.	Skillful Students can accurately restate the purposes of the lesson but lack a clear understanding of why they are being taught the content.	Approaching Students can restate portions of the purposes of the lesson but lack an understanding of why they are being taught the content.	Minimal Students are unable to correctly state the purpose of the lesson.
Model Teacher provides an authentic model or demonstration while noticing student responses.	Proficient Modeling includes naming task or strategy, explaining when used, using analogies to link to new learning Teacher demonstrates task or strategy, alerts for errors to avoid, shows how applied to check for accuracy. Modeling consistently contains "I" statements and metacognitive examples. The teacher notices how students respond and addresses student responses.	Skillful Modeling contains all the indicators (naming, explaining, analogies, demonstration, errors to avoid, and checking), but the teacher only uses some "I" statements. Metacognition is limited. The teacher notices how students respond but does not address student responses.	Approaching Modeling contains some indicators (naming, explaining), but the teacher directs students through the use of "you" statements and does not use metacognitive statements to further student understanding. The teacher does not notice how students respond.	Minimal Modeling contains few indicators. Teacher uses "you" or "we" statements that focus on processes, not thinking. Student responses are ignored.
Phase 2: Guided Instruction
	Proficient 4 pts	Skillful 3 pts	Approaching 2 pts	Minimal 1 pts
Scaffolding Teacher scaffolds support for students using questions, prompts and cues.	Proficient Teacher poses questions, asks for clarification; if response is incorrect, directs student to previous learning via prompt. If response still incorrect, provides cues before moving to reinstruction.	Skillful Teacher poses question, asks for clarification; if response is incorrect, directs student to previous learning via prompt.	Approaching Teacher poses question and asks for clarification when response is correct (e.g., How do you know? How did you figure that out?), but moves to direct explanation when response is incorrect.	Minimal Teacher poses question, and when student(s) respond incorrectly, supplies the answer or moves to next question.
Differentiation Teacher differentiates instruction and practice based on formative assessment.	Proficient Group formation is flexible and based on formative assessment from daily lessons. Students are able to apply information based on the support provided by instruction. Tasks differ based on students' needs and/or students' selection.	Skillful Group formation is flexible, based on formative assessments from weekly lessons. Students apply information based on initial instruction and teacher support.	Approaching Group formation is based on recent formative assessments but is fixed. Tasks are similar to those presented in lesson.	Minimal Group formation is static and based on outdated information. Tasks are identical for each group, with no visible differentiation.
Phase 3: Collaborative Learning
	Proficient 4 pts	Skillful 3 pts	Approaching 2 pts	Minimal 1 pts
Tasks The tasks assigned accurately reflect the established purposes.	Proficient All tasks students complete reflect the established purposes.	Skillful Most tasks students complete reflect the established purposes.	Approaching Some tasks students complete reflect the established purposes.	Minimal Tasks students complete are not consistent with the stated purposes.
Strategies and Skills Students use strategies and skills that were previously modeled.	Proficient After receiving adequate time in scaffolded instructional support, all students can complete tasks using the strategy or skill that was modeled.	Skillful After receiving limited time in scaffolded instructional support, students complete tasks using the strategy or skill that was modeled.	Approaching Students move directly to independent learning, with little in the way of instructional support.	Minimal There is a mismatch between what was modeled and what students are asked to do.
Task Complexity The task is appropriately complex. It is a novel application of a grade-level-appropriate concept and is designed so that the outcome is not guaranteed (a chance for productive failure exists).	Proficient Task reflects purpose(s) and allows students an opportunity to use a variety of resources to creatively apply and extend their knowledge. Students have an opportunity to experiment with concepts. The accountability matches the task type.	Skillful Tasks provide opportunities for students to apply their knowledge, although the outcome is somewhat assured. The accountability matches the task type.	Approaching The task is somewhat reflective of the purpose of the lesson, but there is little opportunity for student experimentation or innovation. The accountability matches the task type.	Minimal Task is an exact replication of what was modeled with no opportunity for student experimentation with concepts. Accountability is nonexistent or inappropriate for the task.
Groups Small groups of 2- students are purposefully constructed to maximize individual strengths without magnifying areas of need.	Proficient Groups are flexible and change based on students' academic needs, content area, or interest.	Skillful Purposeful heterogeneous grouping occurs. Groups are primarily based on students' proficiency.	Approaching Some heterogeneous grouping occurs, but homogeneous grouping practices dominate. Decisions based on assessments are not apparent.	Minimal Grouping practices are solely homogeneous and are done primarily for scheduling convenience.
Accountability Talk Students use accountable talk to persuade, provide evidence, ask questions of one another, and disagree without being disagreeable.	Proficient Students reach a better understanding or consensus based on evidence and opinions provided by others. Students hold each member of the group accountable by using questioning strategies and evidence to persuade or disagree. The conversation is respectful and courteous.	Skillful Students ask for and offer evidence to support claims. However, members continue to maintain individual beliefs or positions about a topic without considering the arguments of others. The conversation is generally respectful, but some members may not participate.	Approaching There is a process in place for accountable talk. However, student dialogue is limited and there are minimal efforts to support statements, opinions, or claims. The conversation is generally respectful, but is often dominated by one member of the group.	Minimal No clear process is in place to facilitate accountable talk. Lack of structure is evidenced by students who are off task, in conflict, or unable to complete tasks.
Phase 4: Independent Learning
	Proficient 4 pts	Skillful 3 pts	Approaching 2 pts	Minimal 1 pts
Independent Tasks Tasks are meaningful, relevant, and an extension of the purposes for learning.	Proficient Learning tasks provide opportunities to apply learning in unique or different situations that deepen students' learning. The tasks are relevant and generate new questions for the learner.	Skillful Learning tasks provide students with opportunities to apply what they have learned.	Approaching Learning tasks mirror previous instruction rather than serve as an opportunity to apply what has been learned.	Minimal Learning tasks are disconnected to instruction.
Task Feedback Teacher provides explicit feedback in order to deepen or solidify students' understanding	Proficient Feedback is timely, actionable, understandable, and specific. Students are able to use feedback to improve and refine their learning. Feedback is carefully crafted to focus on the processes used and to develop self-regulation and metacognition.	Skillful Feedback is timely, understandable, and specific. The feedback is carefully crafted to focus on the processes used and to develop self-regulation and metacognition. Feedback occurs at the end of independent learning and cannot be used to improve and refine learning.	Approaching Feedback is timely and understandable, but more general. The feedback is primarily focused on the task, rather than processes, self-regulation, and metacognition.	Minimal Feedback is focused exclusively on correction. It may be delayed, misunderstood, and/or vague. Feedback occurs too late to be useful in promoting student learning.
Responsibility Students assume increased responsibility for learning.	Proficient Students self-evaluate their learning and develop next steps to increase their understanding of the content.	Skillful Students routinely self-evaluate their learning as a reflective process rather than a proactive one.	Approaching Students discuss their learning with peers or teacher but do not routinely self-evaluate.	Minimal Teacher provides feedback, but students do not have time to evaluate their learning.

Keywords:

gradual release of responsibility, focused instruction, fisher and frey

Subjects:

Education

Types:

Reflection

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