GRadual Release of Responsibility

Gradual Release of REsponsibility

The gradual release of responsibility instructional framework purposefully shifts the cognitive load from teacher-as-model, to joint responsibility of teacher and learner, to independent practice and application by the learner (Pearson & Gallagher, 1983). It stipulates that the teacher moves from assuming "all the responsibility for performing a task … to a situation in which the students assume all of the responsibility" (Duke & Pearson, 2002, p. 211). This gradual release may occur over a day, a week, a month, or a year. Graves and Fitzgerald (2003) note that "effective instruction often follows a progression in which teachers gradually do less of the work and students gradually assume increased responsibility for their learning. It is through this process of gradually assuming more and more responsibility for their learning that students become competent, independent learners" (p. 98).

Services Include: 

• Providing professional development and facilitated planning opportunities to build capacity on the Gradual Release of Responsibility Framework to provide appropriate instruction, moving students towards independence.  

• Observing, coaching, and planning with teachers to assist in GRR implementation.

Funding Sources 

Funding sources for this work can come from 

• Learning Services Contracted Customizable Days

• Local Funds

• Title Funds (depending on specific programming)

• Some professional development opportunities are offered to CESA 7 districts at no cost through a partnership with WI DPI