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Gradual

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by

Krish Mohip

on 17 December 2014

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Transcript of Gradual

Gradual Release of Responsibility
What is Gradual Release
The GRR Model is a particular style of teaching which is a structured method of pedagogy framed around a process devolving responsibility within the learning process from the teacher to the eventual independence of the learner. This instructional model requires that the teacher, by design, transitions from assuming all the responsibility for performing a task...to a situation in which the students assume all of the responsibility.
GRR
ELEMENTS
copy and paste as needed and take advantage of an infinite canvas!
Overview of GRR
Purpose
Model
Guided Practice
Independent Practice
What is the Purpose??
Modeling
What it is
What it isn't
How to model
What else goes into modeling
Checking for understanding
Whole Group Guided Instruction/Structured Practice
Small Group Guided Practice
Why Use GRR?
Research-Based strategy
Allows students to be involved in all stages of the learning process
Proven results
Success of the Model
Palo Alto, California
Within CPS
What to expect when Implementing
May feel that you are not teaching enough
May feel that kids are not able to learn this way
You may not feel in control
It will be louder that you may like
You may not trust your kids to stay engaged
Some kids may be off task
Pushed out of your comfort zone
Trust the strategy, believe in your ability
Ask for help!
GRR Broken Down Further

Purpose (3-5 Minutes)
3 parts to each objective
Model (10-15 Minutes)
Think Aloud
Anchor Chart
Process Chart
Guided Practice (25-40 Minutes)
Whole Group Guided/Structured Practice
Small Group Guided
Collaborative Practice
Independent Practice (15-20 Minutes)
Tier 3 Intervention Time
Exit Slip - Tests Objective (3-5 Minutes)
Inform intervention period
Inform upcoming instruction
Defined: A clear, general statement of learner outcome related to an identified problem and needs assessment and is achievable through instruction (Dick et al)
Creating a Purpose
A well created purpose consists of 3 parts. They include:
What the student will learn
How they will show mastery (by statement)
Why they need to learn this lesson
Teacher checks in on the entire class to check for understanding
Allows teacher to know whether the students need to see another model
Teacher should use COLD CALLING strategy at this point so they can check in on the kids they want to
This should be a very quick check in
Small Group Guided is typically the longest part of your lesson
2 parts to Small Group Guided Practice
Collaborative Practice
Teacher Guided Practice
All work matches the work that was modeled
Collaborative Practice

Students are working together on a group task
Teacher is not involved
Building interdependence with their peers. Students help each other and give corrective feedback
Groups of 3-4
Activity must be designed for this in mind
Teacher Guided Practice

Teacher pulls a group of students to a designated spot in the room (teacher does not sit at the students groups)
Teacher works with EACH group for 5-7 minutes
After each session, teacher walks around the room quickly checking in with each group (15-30 seconds each)
Teacher pulls the next group
Teacher keeps a list of students who need more support from each group
Independent Practice
Two things can occur during Independent Practice

Students work independently on work that is similar to the work that was modeled and that they did during Small Group Guided Practice
The teacher can:
Walk around the room and check in on the students and help as needed
Pull the small group of students that she recorded during Teacher Guided Practice and provide more modeling and support
Do Both
Exit Slips
Given at the end of each class, after Independent Practice
Should be used to test the daily learning objective
Should take not more than 5 minutes
Use this information to:
Determine which students learned the intended objective and which did not
Make informed decisions on when to reteach and when to move on
Help pinpoint students and skills targeted during intervention/after school
Successful Classroom Structure
Technology Needs
Student Seating Arrangement
Modeling
Small Group Guided
Independent
Teacher work space
Transitions
Managing behaviors
Additional resources
www.fisherandfrey.com
Text: "Better Learning Through Structured Teaching"
The DII Handbook (see your Principal)
Full transcript