FIT - A Framework for Intentional and Targeted Teaching
Fisher and Frey (ASCD)
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FIT Teaching -- A Toolkit for High-Quality Teaching and Learning
FIT Webinar (Archive of June 4, 2014 Webinar) Ppt handout
The FIT Teaching™ tool kit provides teachers with the resources to ensure the success of every learner and is based on four essential elements:
1. School and Classroom Culture: The framework enables school leaders to build a school culture that is mission-driven, welcoming, and integrates academic outcomes.
2. Establishing Purpose: The framework establishes intentional planning for designing instruction that provides students with a clear understanding of what they will know after the instruction, what specific skill they will learn, and how the lesson relates to other learning. (See Focusing on "Why?" vs. "What?" below)
3. Gradual Release of Responsibility: Teachers and instructional leaders will use the framework to learn how to intentionally design, deliver, and scaffold guided instructional practices that maximize student collaborative and independent learning.
4. Formative and Summative Assessments: The framework also assists educators by offering descriptive and actionable feedback while using classroom data to inform targeted future instruction.
The FIT Teaching tool kit builds on an extensive body of work from Fisher and Frey, including the following best sellers:
- How To Create a Culture of Achievement in Your School and Classroom (2012) Culture Ppt
- The Purposeful Classroom: How to Structure Lessons with Learning Goals in Mind (2011) Purpose Ppt
- Checking for Understanding: Formative Assessment Techniques for Your Classroom (2007) Feedback Ppt
- The Formative Assessment Action Plan: Practical Steps to More Successful Teaching and Learning(2011)
- Better Learning Through Structured Teaching: A Framework for the Gradual Release of Responsibility (2008)
Focus and Gradual Release Ppt
- Guided Instruction: How to Develop Confident and Successful Learners (2010)
Close Reading and Guided Instruction Ppt
Purposeful Planning
Focusing on the WHY? and not just the WHAT?
Your "WHY?" vs. your "WHAT?" Marvin A. Jackson
Additional resources shared by Fisher and Frey
Better Learning through Structured Teaching: A Framework for the Gradual Release of Responsibility, 2nd Edition (2013)
A structure for instruction that works Ch.1 Learning, or Not Learning, in School
Ch.2 Focused Instruction: Purpose, Modeling, Think-Alouds, and Noticing
Ch.3 Guided Instruction: Questions, Prompts, and Cues
Ch.4 Collaborative Learning: Consolidating Thinking with Peers
Ch.5 Independent Learning: Applying What Has Been Taught
Ch.6 Implementing the Gradual Release of Responsibility Instructional Framework
Michigan ASCD sponsored Doug Fisher's Workshop
Using a Formative Assessment Action Plan to Impact More Successful Teaching and Learning
Session Presentation Resources -- Session participants received a copy of The Formative Assessment Action Plan
The Formative Assessment Action Plan: Practical Steps to More Successful Teaching and Learning
Nancy Frey and Douglas Fisher outline a clear-cut, realistic, and rewarding approach to formative assessment. They explain how four discrete steps work in tandem to create a seamless, comprehensive formative assessment system—one that has no beginning and no end. This ongoing approach enhances an active give-and-take relationship between teachers and students to promote learning.
Where am I going?
Step 1: Feed-up ensures that students understand the purpose of an assignment, task, or lesson, including how they will be assessed.
Where am I now?
Step 2: Checking for understanding guides instruction and helps determine if students are making progress toward their goals.
How am I doing?
Step 3: Feedback provides students with valuable and constructive information about their successes and needs.
Where am I going next?
Step 4: Feed-forward builds on the feedback from step 3 and uses performance data to facilitate student achievement.
Seven Keys to Effective Feedback, Grant Wiggins, ASCD
"Homework and the Gradual Release of Responsibility: Making 'Responsibility' Possible" English Journal, 98.2 (2008): 40–45 Fisher and Frey describe instructional methods for designing homework that enables student learning by ensuring that students are thoroughly prepared for and responsible for the tasks assigned.
New! Visible Learning for Literacy, Grades K-12: Implementing the Practices That Work Best to Accelerate Student Learning (Corwin Literacy), D. Fisher, N. Frey, J. Hattie, April 2016
Productive Group Work
Checkinging for Understanding
FIT Webinar (Archive of June 4, 2014 Webinar) Ppt handout
The FIT Teaching™ tool kit provides teachers with the resources to ensure the success of every learner and is based on four essential elements:
1. School and Classroom Culture: The framework enables school leaders to build a school culture that is mission-driven, welcoming, and integrates academic outcomes.
2. Establishing Purpose: The framework establishes intentional planning for designing instruction that provides students with a clear understanding of what they will know after the instruction, what specific skill they will learn, and how the lesson relates to other learning. (See Focusing on "Why?" vs. "What?" below)
3. Gradual Release of Responsibility: Teachers and instructional leaders will use the framework to learn how to intentionally design, deliver, and scaffold guided instructional practices that maximize student collaborative and independent learning.
4. Formative and Summative Assessments: The framework also assists educators by offering descriptive and actionable feedback while using classroom data to inform targeted future instruction.
The FIT Teaching tool kit builds on an extensive body of work from Fisher and Frey, including the following best sellers:
- How To Create a Culture of Achievement in Your School and Classroom (2012) Culture Ppt
- The Purposeful Classroom: How to Structure Lessons with Learning Goals in Mind (2011) Purpose Ppt
- Checking for Understanding: Formative Assessment Techniques for Your Classroom (2007) Feedback Ppt
- The Formative Assessment Action Plan: Practical Steps to More Successful Teaching and Learning(2011)
- Better Learning Through Structured Teaching: A Framework for the Gradual Release of Responsibility (2008)
Focus and Gradual Release Ppt
- Guided Instruction: How to Develop Confident and Successful Learners (2010)
Close Reading and Guided Instruction Ppt
Purposeful Planning
Focusing on the WHY? and not just the WHAT?
Your "WHY?" vs. your "WHAT?" Marvin A. Jackson
Additional resources shared by Fisher and Frey
Better Learning through Structured Teaching: A Framework for the Gradual Release of Responsibility, 2nd Edition (2013)
A structure for instruction that works Ch.1 Learning, or Not Learning, in School
Ch.2 Focused Instruction: Purpose, Modeling, Think-Alouds, and Noticing
Ch.3 Guided Instruction: Questions, Prompts, and Cues
Ch.4 Collaborative Learning: Consolidating Thinking with Peers
Ch.5 Independent Learning: Applying What Has Been Taught
Ch.6 Implementing the Gradual Release of Responsibility Instructional Framework
Michigan ASCD sponsored Doug Fisher's Workshop
Using a Formative Assessment Action Plan to Impact More Successful Teaching and Learning
Session Presentation Resources -- Session participants received a copy of The Formative Assessment Action Plan
The Formative Assessment Action Plan: Practical Steps to More Successful Teaching and Learning
Nancy Frey and Douglas Fisher outline a clear-cut, realistic, and rewarding approach to formative assessment. They explain how four discrete steps work in tandem to create a seamless, comprehensive formative assessment system—one that has no beginning and no end. This ongoing approach enhances an active give-and-take relationship between teachers and students to promote learning.
Where am I going?
Step 1: Feed-up ensures that students understand the purpose of an assignment, task, or lesson, including how they will be assessed.
Where am I now?
Step 2: Checking for understanding guides instruction and helps determine if students are making progress toward their goals.
How am I doing?
Step 3: Feedback provides students with valuable and constructive information about their successes and needs.
Where am I going next?
Step 4: Feed-forward builds on the feedback from step 3 and uses performance data to facilitate student achievement.
- Related ASCD Resources: Formative Assessment
- A Study Guide for The Formative Assessment Action Plan: Practical Steps to More Successful Teaching and Learning
Seven Keys to Effective Feedback, Grant Wiggins, ASCD
"Homework and the Gradual Release of Responsibility: Making 'Responsibility' Possible" English Journal, 98.2 (2008): 40–45 Fisher and Frey describe instructional methods for designing homework that enables student learning by ensuring that students are thoroughly prepared for and responsible for the tasks assigned.
New! Visible Learning for Literacy, Grades K-12: Implementing the Practices That Work Best to Accelerate Student Learning (Corwin Literacy), D. Fisher, N. Frey, J. Hattie, April 2016
Productive Group Work
Checkinging for Understanding