Gradual Release of Responsibility
Description
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).
Literacy Specialist
Charla Meyer
RSN/RPIC Coordinator
Rachel Kaderabek
Administrative Assistant
Kristina Reignier
Primary Products and Services
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.
Primary Stakeholders
Classroom teachers
Instructional coaches
Funding Sources
ESSER II and III Funds
EANS Program
Priorities
Structured teaching requires that teachers know their students and content well, that they regularly assess students' understanding of the content, and that they purposefully plan interrelated lessons that transfer responsibility from the teacher to the student. Priorities include:
Guided Instruction, Collaborating Learning, and Independent Learning
Providing clarity to your students by writing and using daily learning targets and success criteria to monitor evidence of student learning
Using formative assessments to guide instructional decisions that inform small group and whole group instruction
Teaching and planning small group instruction
Embedding daily collaborative learning opportunities for students
Address Loss of Learning
Support Recovery
more information
Contact Name: Charla Meyer | Contact Title: Literacy Specialist | Phone: 920-619-3330 | Email: cmeyer@cesa7.org