Gradual Release of Responsibility and Structured Student Interaction
Gradual Release of Responsibility
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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. - PowerPoint PPT Presentation
Transcript of Gradual Release of Responsibility
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
(c) Frey & Fisher, 2008
TEACHER RESPONSIBILITY
STUDENT RESPONSIBILITY
Focus Lesson
Guided Instruction
“I do it”
“We do it”
“You do it together”
Collaborative
Independent “You do it alone”
A Structure for Instruction that Works
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.
(c) Frey & Fisher, 2008
TEACHER RESPONSIBILITY
STUDENT RESPONSIBILITY
Focus Lesson “I do it”
Independent
“You do it alone”
(c) Frey & Fisher, 2008
TEACHER RESPONSIBILITY
STUDENT RESPONSIBILITY
Focus Lesson
Guided Instruction
“I do it”
“We do it”
Independent“You do it alone”
(c) Frey & Fisher, 2008
TEACHER RESPONSIBILITY
STUDENT RESPONSIBILITY
Focus Lesson
Guided Instruction
“I do it”
“We do it”
“You do it together”
Collaborative
Independent “You do it alone”
A Structure for Instruction that Works
Teacher StudentIntroduces learning ListensEstablishes purpose ObservesModels May participateThinks aloud on a limited
basisDemonstratesUses “I” statementsDiscusses lesson strategies
Teacher StudentQuestions InteractsPrompts QuestionsCues RespondsResponds ParticipatesExplains Tries outSuggests ApproximatesAcknowledgesTaps into student interests and learning styles
Teacher StudentIs not introducing Contributes to the task new material Explains his/her thinkingMoves around Listens to others the room Discusses
concepts/ideasHas taught routines Makes connections and procedures Uses social skillsProvides guidance ReflectsPushes students to Applies new knowledge higher level thinking Synthesizes
Is accountable
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).
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.
Grouping: Small groups of 2-5 students are
purposefully constructed to maximize individual strengths without magnifying areas of
needs (heterogeneous grouping).
Teacher StudentProvides meaningful, Applies learning in experiential, relevant new ways learning tasks Self directsMonitors using formative/ Self monitors summative assessments Problem solvesGuides Sets goalsConfers Encourages higher level thinking
Before the September 29th 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.
Ticket out the Door◦ Please write the following information on an index
card Name Grade Course Initial GRR lesson plan idea
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 LearningThrough Structured Teaching
www.fisherandfrey.com for many slides.
