Gradual Release of Responsibility Model Notes

Gradual Release of Responsibility Model

  • Developed by: Ellen Levy © E.L.Achieve/2007

  • Key Concept: Gradual release of responsibility through scaffolded instruction.

    • Definition: A recognized approach for transitioning from teacher-centered whole-group instruction to student-centered collaboration and independent practice.

    • Alternate Names: Often referred to as "I do it, we do it, you do it."

    • Instructional Framework: Includes three phases: demonstration, prompt, and practice.

Breakdown of the Model

  • Reference Work: The model is enhanced by the works of Doug Fisher and Nancy Frey (2007) which details specific stages of instruction.

    • Overall Visual Representation: The triangles represent the mentoring relationship and two-way interaction between teacher and student.

Phases of Learning

  1. I do (Direct Instruction)

    • Teacher's Role: Prominent role in content delivery.

      • Actions: Provides direct instruction, establishes goals and purpose, models procedures, thinks aloud.

    • Student's Role:

      • Actions: Actively listens, takes notes, and may ask for clarification.

  2. We do (Guided Instruction)

    • Teacher's Role: Engages in interactive instruction.

      • Actions: Works with students, checks understanding, prompts, provides additional modeling, and meets with needs-based groups.

    • Student's Role:

      • Actions: Asks and responds to questions, collaborates with the teacher and classmates, and completes the process alongside others.

  3. You do it independently (Independent Practice)

    • Teacher's Role: Provides feedback and evaluates understanding.

      • Actions: Determines the student’s level of comprehension.

    • Student's Role:

      • Actions: Works alone, relies on notes, activities, and classroom learning to complete assignments, and takes full responsibility for the outcome.

  4. You do it together (Collaborative Learning)

    • Teacher's Role: Moves among groups to support learning.

      • Actions: Clarifies confusion, provides support to groups.

    • Student's Role:

      • Actions: Works with classmates, shares outcomes, collaborates on authentic tasks, consolidates learning, completes processes in small groups, and looks to peers for clarification.

Implications of the Model

  • The gradual release of responsibility fosters both independent and collaborative learning skills in students by enabling them to transition through different levels of support.

  • Emphasizes the importance of mentorship and active engagement in the learning process, with a focus on promoting student autonomy as they progress through different phases.