Rethinking the Gradual Release of Responsibility Model - National Council of Teachers of Mathematics-1

Rethinking the Gradual Release of Responsibility Model

  • Author: Tim McCaffrey

  • Date: June 6, 2016

  • Concept: Traditional model - "I do—we do—you do"

    • Gradual release of responsibility ensures students have necessary tools before independent work.

    • This post introduces an alternative approach by reversing this order.

Teaching Approach: Reverse Order

YOU DO

  • Start the lesson with a task for students to attempt independently.

  • Characteristics of effective tasks:

    1. Multiple Entry Points: Tasks should allow various ways for students to engage.

    2. Varied Solution Paths: Encourages creativity in problem-solving.

    3. Focus on Process: Encourage exploration of mathematical ideas rather than just finding the answer.

  • Purpose: Enable students to use existing math skills and tools.

WE DO

  • After independent attempts, facilitate peer collaboration to address challenges.

  • Recommended collaborative framework: Complex Instruction

    • Four Components:

      1. Student Responsibility: Empower students in their learning process.

      2. Multidimensionality: Foster a varied learning environment.

      3. Assigning Competence: Recognize and build on student strengths.

      4. Roles: Define specific roles within group work to enhance efficacy.

  • Examples from research:

    • A survey of 220 secondary students identified key success factors in math:

      1. Complete homework.

      2. Pay attention to the teacher.

      3. Study hard.

    • Engage students in complex instruction, where effective responses included:

      • Asking good questions.

      • Rephrasing problems.

      • Explaining reasoning.

      • Justification of methods.

      • Use of manipulatives.

      • Connecting ideas and helping peers.

  • These responses show the value assigned to diverse methods of learning.

I DO

  • After peer interactions, students should be ready for direct instruction.

  • Data collected from earlier lessons can inform this phase:

    1. Students’ Questions and Inquiries: Insight into student thought processes.

    2. Representations and Processes: Visual understanding of strategic approaches.

    3. Peer Conversations: Interactions that reveal common misunderstandings or insights.

    4. Misunderstandings and Understandings: Identify gaps in knowledge.

    5. Responses to Questions: Gauge comprehension and readiness.

  • Aims for this approach:

    • Create a rich learning experience based on actual student experiences and needs.

Conclusion

  • The reversal of the gradual release of responsibility encourages early student engagement and enhances understanding through good task design and collaborative strategies.

  • Further exploration and examples of this process will be discussed in the next post.

  • Author's background: Tim McCaffrey is a mathematics coordinator for grades 6–12 and advocates implementation of effective mathematical practices.