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Gradual Release of Responsibility (Meredith Knox)

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Gradual Release of Responsibility (Meredith Knox)

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The Gradual Release of Responsibility model is a teaching strategy that starts with explicit instruction that gradually gives students more control/ independence. The teacher begins by guiding their practice and slowly releases bits of the responsibility. Most advantages of this approach are promoting independence, giving students the chance to truly master skills,
On the other hand, a disadvantage are might include that some students might not be able to handle the responsibility at a particular time and, in turn, become off task and distract peers from their work as well. I can connect both the advantages and disadvantages to my own elementary school days when I lived in St. Augustine, FL. Looking back, my 2nd and 3rd grade teachers gave us a lot of responsibility after the initial instruction. I do not remember either of them "hovering" or taking complete control of our independent work times. On the other hand, I do remember that some students could not handle the responsibility of independent practice, which made our teacher step in and alter their tasks.

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Gradual Release of Responsibility | Hannah Davis

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Gradual Release of Responsibility | Hannah Davis

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The Gradual Release of Responsibility approach is a framework that teaches students to have high control of their education and need little to no support from the teacher. This approach can be beneficial to the student if it is used properly. When the framework is first started, the teacher has the majority of the control of the instruction and the students' learning experiences. Then, slowly, the teacher starts to shift some of that focus onto the students. The teacher and students transition from a demonstration to a shared demonstration. Then, they move to guided practice. Finally, they move to independent practice. One disadvantage I see with this approach is that students can get off task the closer they get to independent practice. This puts a lot of responsibility on the students to stay focused and engaged the entire time, and that does not happen often. In my current placement, I see my CT using this approach. She will start the lesson off with teaching them about what they are about to practice. During this time, she will ask the students to help her finish her sentences and fill in blanks. Then, she moves into explaining what they will be doing, Next, will work on it together for a little bit to make sure they know what they are doing. Finally, she will have the students work on the task independently.

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Gradual Release of Responsibility | Jennifer Palacios

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Gradual Release of Responsibility | Jennifer Palacios

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The Gradual Release of Responsibility approach is an instructional framework where teachers start to shift the cognitive load from teacher-as-model, to joint responsibility of both teacher and student(s), to independent practice and application.  There are four interactive components of this model: focus lessons, guided instruction, collaborative learning, and independent work. Focus lessons is where teachers have the opportunity to show students their own knowledge and teach them while also activating background knowledge. Guided instruction is where teachers have the opportunity to ask questions, facilitate, or lead students through the material to increase their understanding of the content. This is also where teachers are able to look at previous assessments and see where students struggle areas are. I've seen this component a lot throughout my past experiences in the field. Last semester especially, my CT would constantly conduct formative assessments and use that data to guide instruction and to pinpoint exactly what the misconceptions were and then addressed them whether it was with individual students or in a small group. Collaborative learning is where students have the opportunities to problem solve, discuss, negotiate, and think with their peers. We do this a lot now in the field. Although there are obviously precautions taken, students have specific partners with who they work with based on what my CT and me have seen to be the best partners for then in order to succeed and learn the most they possibly can. Lastly, through independent work students can process information and solidify their understanding. I think that this approach can be extremely beneficial because students will feel that they are trusted and have responsibility over their own learning. My CT last semester constantly told me that she loved when they felt in control because she could tell they learned more. The only disadvantage I can think of would be that some students may not have correctly learned the material and may teach other students the wrong methods or material through collaborative learning.

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Gradual Release of Responsibility (Tatumn Walters)

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Gradual Release of Responsibility (Tatumn Walters)

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The Gradual Release of Responsibility approach is a framework provides explicit instruction through modeling and guided practice. The approach eventually allows students to work independently. Students are able to master skills, strategies, and standards through the Gradual Release of Responsibly approach. The model ensures that students have support throughout lessons. The disadvantages of this approach can include students getting bored and becoming off task. Also if students are working in groups they can also become off task. One student maybe doing all of the work while other students fail to contribute. In my field experience I have observed the "I Do, You Do Together, We Do, and You Do Alone. I think this is a great modeling experience for students to follow. During the "I Do" students would observe while my CT discussed place value. During the "We Do" students were able to come to the board to answer questions. During the "You Do Together" students went to their math work groups to complete an assignment together. The last portion of "You Do Alone" was the students taking a quiz by themselves. Students were able to listen, observe, collaborate, and apply their learning through this process.

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Gradual Release of Responsibility (Eden Reynolds)

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Gradual Release of Responsibility (Eden Reynolds)

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The Gradual Release of Responsibility approach is a structured way of allowing students to take control of their education. At the beginning of the process the teacher is in the drivers seat, as they steer instruction and control the majority of the teaching and learning experiences in the classroom. Then, using baby steps, the students begin to take more control and responsibility. The main downside I see in this strategy is that students can get off task, which is why observation and quick adjustments are essential when taking this approach. In my current placement, I see this strategy being used. I have seen the teacher go back and forth as seeded between the stages when she see that the students may need extra guidance or when they seem to be ready for more responsibility. The majority of the time, so far this year, I have seen a lot of the "I do" and "we do" stages of this process.

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Gradual Release of Responsibility | Nancy Cervantes

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Gradual Release of Responsibility | Nancy Cervantes

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The Gradual Release of Responsibility Model can be very beneficial for effective literacy instruction. One advantage of using this model is that the students are able to steadily ease into independent practice. The students aren’t just thrown into independent practice immediately. The teacher supports them by providing them with explicit instruction through guided practice and modeling. This helps make the transition into independent practice go a lot smoother. Another one of the advantages of the GRRM is that it can help students take responsibility for their learning. The purpose of this model is to create independent learners. One disadvantage of using this model is that it requires a lot of time. Teachers already have a tight schedule to follow so implementing this model may not be ideal for everyone. Also, it may be difficult to determine how to pace the lesson. You don’t want to spend too much time on the same thing, but you also want to make sure that all your students are ready to move on. I have already seen this model being used in my current placement. In Bookworms, there is a written response that students are expected to write daily. The first few days of school my CT modeled for students how they would write their sentences each day. They came up with a sentence as a class, she wrote it on the board and then the students copied it. She told students that the following week they would be expected to do this on their own, so they had to pay attention and practice. The next few days she modeled how to use the sentence frames and instead of giving them the entire sentence she had them fill it in with their own words. Now, she is no longer modeling the sentence instead the students create their sentence independently.

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Gradual Release of Responsibility (Summer Garland) 

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Gradual Release of Responsibility (Summer Garland) 

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The Gradual Release of Responsibility can be very beneficial for students if used properly. It is a system where teachers give explicit instruction through modeling and guided practice. After this students are encouraged to try it on their own and collaborate with other peers. The Gradual Release of Responsibility has many advantages. Students slowly begin to work on the material after being shown how to do it by their teacher. This also means that students are learning responsibility because they are learning to complete work on their own. It can also teach students communication and social skills because they are collaborating with their peers and some with their teacher. Teachers are also able to observe and look back to see where students struggled and how they need to shift their further instruction. As great as the GRR model is, there are a couple disadvantages as well. While I mentioned that collaboration with peers can be great, you also have to be careful that your students are not getting off task with group work. This also would require the teacher to take his/her time to monitor their students. I have seen my CT this semester use this model before allowing her students to work. She was teaching the students about the number 5 and how to write it. She modeled on the board how to write the number 5 and then modeled it on the board how it would  look on their paper. She would then pass the paper out for them to trace the number and write it on their own and they could collaborate with the students at their table.

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Gradual Release of Responsibility (Leah Martin)

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Gradual Release of Responsibility (Leah Martin)

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The Gradual Release of Responsibility can be very beneficial in a classroom setting. Using this model of teaching allows us to provide explicit instruction by modeling and guided practice. After we model it for the students, we work together as a class and collaborate on learning this new task, then students have a hand at working on it independently. I viewed this take place my placement just last week. The students were learning how to read the longitudinal and latitude degrees on a map. First, my CT did the first couple of problems by herself to show the students how to find the coordinates on the map. Next, she had the students work with her to make sure everyone understood what they were doing. Last, the students worked by themselves to locate the coordinates on the map. I believe this strategy to be very beneficial for students, especially students who have a difficult time understanding things. The only disadvantage I could see with this would be the group work. Not all students enjoy working in groups as well as some students can get out of hand to quickly. Other than that though, I think it is a great model to help teach students.

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Gradual Release of Responsibility (Kortney Bryant) 

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Gradual Release of Responsibility (Kortney Bryant) 

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The Gradual Release of Responsibility has many advantages. Students are able to slowly lean into doing the work on their own. The teacher starts by modeling and guiding the instruction and then eventually students assume responsibility for learning. This is such a great tool to allow students to transition to independent learning without even really realizing it. The teachers are also able to go back and forth between the different stages in order to benefit their students. There are not very many disadvantages to this approach in my opinion. However, some disadvantages can be group work. When students are placed in groups, it doesn't always turn out the way teachers hope for. Some students may get distracted, may be placed in a group where they don't feel a need to contribute, and could end up doing all of the work. The teacher would need to monitor the groups diligently and make sure to set up each group thoughtfully. I have witnessed the GRR method used in a couple of my placements. I have recently seen it in my current placement in Kindergarten. We have only made it to the we do stage but so far the children seem to be doing good with it. I have also made a connection to our lesson plans. We have used the I do, you do, we do method before when planning lessons. I really like the GRR method and I definitely plan to use it in my future career as a teacher.

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Gradual Release of Responsibility (Abigail Smith)

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Gradual Release of Responsibility (Abigail Smith)

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Gradual Release of Responsibility means that teachers provide explicit instruction through modeling and guided practice then invite students to try it independently and in collaborate groups. An advantage of using the GRR model is that it teaches students to take responsibility for their work, because they have to complete it independently. It also helps them to learn to work with others when they do collaborative work together in groups. Teachers can also see who struggles with certain things when they have students work independently and that helps to target their instruction. A disadvantage of using the GRR model is that it is easy for students to get off task while working in groups (and even sometimes independently). This would be something the teacher would have to monitor to make sure the students are staying on task. I have seen my collaborative teachers in the past use the GRR model during instructional time. My teacher would answer a question from their reading work, have the students answer a question, then have them complete it independently and after that she would put them in groups and have them discuss their answers together.

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Gradual Release of Responsibility | Brittany Dowdy

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Gradual Release of Responsibility | Brittany Dowdy

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In implementing the GRR approach, teachers begin by providing explicit instruction through modeling and guided practice, then shifting over to collaborative and independent work. Some advantages of this approach includes scaffolding, teacher slowly releases control, and students becoming engaged and self-directed learners. By slowly shifting the control to the students, students are gradually build their cognitive load and start to become engaged and self-directed students. Some disadvantages include pace of instruction and misconceptions/ getting off topic when working with peers. Determining the pace of instruction could be very difficult. The pace may be too fast or too slow for certain students. In my past field experience, I have seen this approach used. My CT started with direct instruction then moved toward guided instruction. Once guided instruction was over she shifted to collaborative learning by putting the students in small groups of 3-4 (some groups worked well together, some did not). After collaborative learning, students were able to do independent practice.

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Gradual Release of Responsibility (Brittany Smith) 

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Gradual Release of Responsibility (Brittany Smith) 

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In using the GRR approach, teachers are using explicit instruction by modeling and providing guided practice, eventually having students try it themselves through collaboration and then independently. This approach has several advantages that range from a multitude of things including students learning to work collaboratively with peers, learn to become independent from the teacher and to learn to think and solve problems for themselves. Through some prompting, students learn to work on their own. Students have opportunities to provide feedback to one another. Some disadvantages to using this approach includes not accurate feedback provided from classmates, students may get off task, finish early, or work at a different pace from a groupmate. While working with peers, students may cause disruptions amongst each other (it is important to have modeling and practice using this approach). Something that may also be a disadvantage is time. Time is crucial and realistically speaking I have seen in the past teachers running out of time and things being rushed, leaving students confused and not getting the full experience during the GRR. In the past, I have seen my CTs using the GRR and how it shifted from more teacher modeling and practice to students working collaboratively and independently. I have seen students become more confident in themselves and their abilities while enjoying the chance to work with others. Also, in the past, I have seen students become frustrated because they were unable to work together with a peer or classmate or they just didn’t understand what they needed to do.

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I have seen this in the field with my CT reading with the class together out loud, followed by the students reading with a partner out loud, then the CT picks up and finishes the chapter.  The students then answer a series of questions in a discussion format with other students able to disagree or agree.  There are also a few times when the CT will have them turn and talk with their partners.  The flow of the day with the timing of the transitions makes it difficult to do GRR in my CT's classroom routinely.  An advantage in using this approach would be allowing the students to eventually teach their peers avenues they used to accomplish mastering a standard that is being covered. This can establish confidence that students will need as they progress in their educational journey.  A disadvantage to this approach is students may get off topic when in small groups teaching and learning from each other.

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Gradual Release of Responsibility | Emily Cole

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Gradual Release of Responsibility | Emily Cole

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In practicing GRR, teachers provide explicit instruction through modeling and guided practice, then encourage students to try it on their own, both collaboratively and independently. I think the biggest advantage here is the role of scaffolding.  Teachers begin with direct instruction, establishing goals and purposes. I've seen teachers do this while introducing state standards and learning objectives. Teachers then provide an opportunity for guided instruction. This stage allows teachers to identify student needs and check for understanding, Next, teachers provide time for collaborative learning. During this step, teachers take a step back and allow students to look to each other for clarification as the teacher moves among groups, clarifying only as needed. Guided instruction and collaborative learning can both be used as formative assessments. Finally, students are provided with a summative assessment to show what they know, taking full responsibility of their learning. The teachers purpose in this step is to provide feedback and evaluate student progress. I've seen this in the classroom through end of unit tests, as well as performance assessments in which students are given flexibility and choice on presenting their knowledge.
Some disadvantages of this model may include students learning at the same pace, too fast or too slow, or the chance of misconceptions during the collaboration period.