Gradual Release of Responsibility
The purpose of grades at NFVCSD is to communicate what students know and can do.
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The gradual release of responsibility provides a model of instruction to optimize deep learning of new content. The phases of focused instruction, guided instruction, collaborative learning, and independent tasks may occur over a day, a week, a month, or a longer period of time. Students need to experience each phase, although phases may be reordered rather than always occurring sequentially.
Focused Instruction - "I do it"
establish a clear lesson purpose
identify instructional goal
include direct explanations and/or modeling
whole class 15 minutes or less
Gradual Release of Responsibility Model. Digital image. Into the Book. Wisconsin Media Lab, 2014. Web. 25 May 2016. <http://reading.ecb.org/professionallearning/resources.html>.
Guided Instruction - "We do it"
small groups based on formative assessment
differentiation
establishing high expectation and providing support to reach them
scaffolding using questioning & prompts
Collaborative Learning - "You do it together"
a way for students to consolidate their thinking and understanding
opportunity to apply what they learned during focused & guided instruction
interact meaningfully with content and peers
reveals both student understandings and misconceptions
e.g. Think, Pair, Share; Accountable Talk
Independent Learning - "You do it alone"
students independently apply learning to new situations
too often students are expected to perform here without the focused, guided, and collaborative learning
authentic tasks are more likely to be completed by students
Resource:
Fisher, Douglas, Fisher, and Nancy Frey. Better Learning Through Structured Teaching: A Framework for the Gradual Release of Responsibility, 2nd Edition. N.p.: Association for Supervision and Curriculum Development, 2014. Print.
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