Loading presentation...

Present Remotely

Send the link below via email or IM


Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.



No description

Krish Mohip

on 15 November 2017

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Gradual

Gradual Release of Responsibility
What is Gradual Release?
The gradual release of responsibility (GRR) model is an evidence-based instructional delivery model for teaching and learning. It transitions from the teacher assuming all the responsibility to the students.
copy and paste as needed and take advantage of an infinite canvas!
Overview of GRR
Guided Practice
Independent Practice
What is the Purpose??
What it is
What it isn't
How to model
What else goes into modeling
Checking for understanding
Guided Instruction
Small Group Guided Practice
Why Use GRR?
Research-Based strategy
Allows students to be involved in all stages of the learning process
Proven results
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
Small Group 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
Small Group Guided
Teacher work space
Managing behaviors
Additional resources
Text: "Better Learning Through Structured Teaching"
The DII Handbook (see your Principal)
Full transcript