Gradual Release of teacher responsibility:

1. Gradual Release of teacher responsibility:

a. The gradual release of teacher responsibility is important, because it allows the upgrading process to take place more effectively.

b. It provides teachers with the opportunity to learn from their students and see what is working and what needs to be adjusted.

c. It also allows students to become more active and engaged in their own learning process \n

d. Teacher responsibility to student responsibility, where the transition is from focused lesson, guided instruction, collaboration and independence. \n

e.  Independent practice creates instances of reflection and intentional ownership of learning.

2. Value language and practice

3. Language and practice are important parts of the upgrading process, because they allow communication and collaboration between students and teachers.

4. Language and practice help build a community of learners in the classroom, which encourages everyone to be active participants in the learning process.

5. Language and practice are essential for providing feedback and assessing student progress. \n

6. An increase of academic language and association of argumentation norms provided by the educator allows reflection of their own learning and understanding of others.

7. Focus on Lived Experiences

8. Focusing on lived experiences allows students to share their knowledge and perspectives.

9. It also helps create a sense of community in the classroom and encourages students to learn from each other.

10. Most importantly, it allows teachers to get to know their students as individuals and better cater lessons to their needs. \n

11. Focused instruction is based on bringing meaning to the areas of value and validity of each other's understanding of the concept taught.

12. Ungrading

13. Students must focus on the material and not worry about grades to succeed in an ungrading course.

14. Ungrading helps remove the stress of grades from the equation and allows students to focus on learning.

15. It also allows teachers to focus on teaching rather than grading, and creates a more positive learning environment. \n

16. Ungrading in the application allows reflection and internalization of concepts taught through qualitative analysis of discussions.

17. Focus on student learning

18. Focusing on student learning is important, because it helps educators identify areas where students need more support.

19. Focusing on student learning is important, because it allows educators to differentiate instruction to meet the needs of all students.

20. Focusing on student learning is important, because it helps educators set achievable goals for their students. \n

21. Active monitoring and engagement to gauge student learning allow adjustments to increase student learning and achievement.

22. Self-determination

23. Self-determination is an important part of the upgrading process, because it allows students to take charge of their own learning.

24. Self-determination helps students set and achieve goals, which leads to greater accomplishment.

25. Self-determination is essential for student motivation; it provides the incentive to continue learning and improving. \n

26. Intrinsic motivation propels self-determination in that it creates the need for autonomy, competence, and relatedness to demonstrate mastery of their own environment.

Data:

Jewett, L. (2022, September 28). Curricular models [Powerpoint slides].