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Gradual Release of Responsibility, Math

Staff Development on GRR
by Duane Foster on 29 April 2013

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Transcript of Gradual Release of Responsibility, Math

Gradual Release of Responsibility Gradual Release of Responsibility is a research-based instructional model developed by Pearson & Gallagher (1993) The responsibility for task completion shifts gradually over time from teacher knowledge to student understanding and application Gradual Release of Responsibility has been documented as an effective approach for improving overall academic achievement There are four interactive (or interrelated) components of the GRR model:
focus lessons
guided instruction
collaboration
independence This component allows teachers to model their own metacognitive processes (the teacher models and records the appropriate mathematical representation on the board). Focus lessons ("I do") During guided instruction teachers prompt, question, facilitate, or lead students through tasks that increase understanding of a particular skill set (the teacher models again but this time elicits responses from the students). Guided Instruction ("We do") During the collaborative learning component, students consolidate their understanding of the content and explore opportunities to problem solve, discuss, negotiate, and think with their peers (the teacher presents a similar problem and students work in pairs to solve the problem). Collaborative learning ("You together do") This component addresses the most important goal of good instruction - to provide students with practice in applying skills and information in new ways (students work independently, referring to the work previously accomplished with their partner/s). Independent Learning ("You do") Students move back and forth among each of the components as they master skills, strategies, and learning standards. Gradual Release of Responsibility is not linear. Implementing the Gradual Release of Responsibility model takes time The gradual release of responsibility "emphasizes instruction that mentors students into becoming capable thinkers and learners when handling the tasks with which they have not yet developed expertise." (Buehl, 2005) & Math block training, part 2
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