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Gradual Release Model: Gabby Mizgala (sorry mine is in the wrong spot, I thought it said "last names")

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Gradual Release Model: Gabby Mizgala (sorry mine is in the wrong spot, I thought it said "last names")

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B & B define the "gradual release of responsibility" model as shift of the "cognitive work" from the teacher to the students over a certain (usually long) period of time (p. 124). The strengths of the model include students working independently and essentially "directing" their own learning, but also collaborating with others. Also, from an educational psychology standpoint, the shift to student-directed learning at the end of the model can increase intrinsic motivation for students to learn and succeed because they are more responsible for their own learning.

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Teacher centered-  instructional approach in which the teacher tells the classroom the concept to be learned. example: presentation and drills
Student centered- instructional approach in which students are more involved. example:  project or inquiry lesson

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Cooperative learning and inquiry based approaches - 

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Cooperative learning and inquiry based approaches - 

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advantages
-allows for critical thinking
-more student centered

disadvantages
-easy for less performing students to get lost in the task
-time crunch
-supplies/ resources
-ready to be flexible

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Gradual Release of Responsibility Model - Mia Goodman

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Gradual Release of Responsibility Model - Mia Goodman

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B and B describe this model as a spectrum where teacher responsibility is at one end and student responsibility at the other. Starting at teacher responsibility, the model goes from focusing lessons to guided instruction. The spectrum leads to student responsibility at collaborative work and independent work. I think this model has a strength in its visual layout. It is clear to understand and see the gradual shift from teacher to student responsibility.

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Teacher-centered: Teacher has the knowledge, passes it to students through a lecture/questions/practice structure
Student-centered: students create the learning through discovery - project based learning, debates, simulations

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A model to gradually release responsibility to students when selecting and using instructional strategies
Teacher Responsibility and Student Responsibility
Teacher: Focus lessons and guided instruction
Student: Collaborative work and independent work
Strengths: Student will develop their skills to work independently, feel in charge of their learning, take ownership and responsibility

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Gradual Release of Responsibility Model- Lucia Avila

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Gradual Release of Responsibility Model- Lucia Avila

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B&B describe the gradual release of responsibility model as a transfer from teacher modeling, to combined teacher and student working, to student independently working. Some of the strengths are that it gives teachers structure to follow, and the release of responsibility can take over however long a course of time is needed for students. It is especially useful for differentiated instruction.

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-students have different strengths they can share
-building positive relationships and creating a learning community that values diversity
-students help each other

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The Gradual Release of Responsibility is as its name suggests. Teaching begins with a more teacher-centered approach, and gradually the approach shift to being more student-centered. It begins with the teacher modeling, then moves to doing things together, then students work together, and finally students learn to do it alone. A strength of this model is that students aren't expected to immediately be able to do things individually, but slowly work on the skills and even their confidence to be able to do things on their own. With each stage, a student slowly grows, and is given more opportunities to learn the new skill/material.

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Advantages of Using Cooperative Learning

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Advantages of Using Cooperative Learning

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- Allows students to learn from more than one point of view
- Gives students a chance to socialize and helps foster a high rate of vocal participatio

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Release of Responsibility Model: Madison, Montana Lety 

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Release of Responsibility Model: Madison, Montana Lety 

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"I do, we do, you do"
strengths: This model can be collaborative. It is also a way to assess the students informally.

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The Gradual Release of Responsibility: Mary Nahas The gradual release of responsibility should, "Shift slowly and intentionally from teacher as model, to joint responsibility between teacher and student, to independent practice and application by the learner." It refers to the process of the student taking on more responsibility through the learning process. The strengths of this model include  that, because it is a gradual process, the students are able to learn how to take responsibility for the task at hand opposed to being thrown into a situation that would be overwhelming. 

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The Gradual Release of Responsibility: Mary Nahas The gradual release of responsibility should, "Shift slowly and intentionally from teacher as model, to joint responsibility between teacher and student, to independent practice and application by the learner." It refers to the process of the student taking on more responsibility through the learning process. The strengths of this model include  that, because it is a gradual process, the students are able to learn how to take responsibility for the task at hand opposed to being thrown into a situation that would be overwhelming. 

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Gradual Release of Responsibility Model: Mary Wozencraft

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Gradual Release of Responsibility Model: Mary Wozencraft

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This is the shift from the teacher being responsible and the model for a task, to the teacher and the student equally sharing responsibility, to finally the students being responsible for themselves and the practice/application of a task.

Strengths: encourages working together. Allows students to apply what they have learned and create something new. Touches on all the steps like: I do, we do, you do it together and you do.

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Teacher centered instruction is when the teacher is in control of the classroom. Student centered approach gives students an active role in the classroom. Students are more in control of their own learning.

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Low ability students perform significantly worse when placed in homogen