Gradual Release of Responsibility Gradual Release of Instruction
Gradual Release of Responsibility
Gradual Release of Instruction Model The gradual release of responsibility model of instruction requires that the teacher shift from assuming all of the responsibility for performing a task to a situation in which the students assume all of the responsibility. Duke and Pearson, 2002
TEACHER RESPONSIBILITY “I do it” Focus Lesson Guided Instruction “We do it” Collaborative “You do it together” Independent “You do it alone” STUDENT RESPONSIBILITY A Structure for Instruction that Works (c) Frey & Fisher, 2008
Effective Use of the Gradual Release of Responsibility Model Read the article “Effective Use of the Gradual Release of Responsibility Model” by Douglas Fisher. Highlight key information and concepts. Round Robin: Each person shares 2 things they like with the table Identify one major point to share with the entire group.
In some classrooms … TEACHER RESPONSIBILITY “I do it” Focus Lesson Independent “You do it alone” STUDENT RESPONSIBILITY (c) Frey & Fisher, 2008
And in some classrooms … TEACHER RESPONSIBILITY “I do it” Focus Lesson Guided Instruction “We do it” Independent “You do it alone” STUDENT RESPONSIBILITY (c) Frey & Fisher, 2008
TEACHER RESPONSIBILITY “I do it” Focus Lesson Guided Instruction “We do it” Collaborative “You do it together” Independent “You do it alone” STUDENT RESPONSIBILITY A Structure for Instruction that Works (c) Frey & Fisher, 2008
Focus Lesson Teacher Introduces learning Establishes purpose Models Thinks aloud Demonstrates Uses “I” statements Discusses lesson strategies Student Listens Observes May participate on a limited basis
Guided Instruction Teacher Student Questions Interacts Prompts Questions Cues Responds Participates Explains Tries out Suggests Approximates Acknowledges Taps into student interests and learning styles
Collaborative Learning Teacher Is not introducing new material Moves around the room Has taught routines and procedures Provides guidance Pushes students to higher level thinking Student Contributes to the task Explains his/her thinking Listens to others Discusses concepts/ideas Makes connections Uses social skills Reflects Applies new knowledge Synthesizes Is accountable
Quality Indicator #1 Collaborative Learning Complexity of Task: The task 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).
Quality Indicator #2 Collaborative Learning Joint attention to tasks or materials Students are interacting with one another to build each other’s knowledge. Outward indicators include body language and movement associated with meaningful conversations, and shared visual gaze on materials.
Quality Indicator #3 Collaborative Work Grouping: Small groups of 2 -5 students are purposefully constructed to maximize individual strengths without magnifying areas of needs (heterogeneous grouping).
Independent Learning Teacher Provides meaningful, experiential, relevant learning tasks Monitors using formative/ summative assessments Guides Confers Encourages higher level thinking Student Applies learning in new ways Self directs Self monitors Problem solves Sets goals
Assignment for September 29 th Before the September 29 th Dept. Meeting, submit a lesson plan to your Dept. Head that you implemented in your classroom that contains all four components of the Gradual Release of Responsibility (GRR). The lesson used may be a multi-day lesson. You can use the Gradual Release of Responsibility Lesson Plan Guide bookmark to assist you in planning.
Exit Slip Ticket out the Door ◦ Please write the following information on an index card Name Grade Course Initial GRR lesson plan idea
Resources Diane Lapp, Professor, San Diego State University, Presentation at the Manatee County School District Summer Institute, June 14 -15, 2011 Douglas Fisher and Nancy Frey (2008) Better www. fisherandfrey. com for many slides. Learning. Through Structured Teaching
- Slides: 17