Gradual Release of Responsibility (GRR)

I strongly support the idea that students learn best when they are actively encouraged to take responsibility for their own learning. The Gradual release of responsibility instructional framework (GRR) is a practical pedagogical approach that contributes to my belief. This framework slowly transitions the responsibility from teacher to learners, beginning with explicit modeling to a shared responsibility between teacher and learner, moving to independent practice and application, which follows: “I do it, we do it together, you do it” (Pearson & Gallagher, 1983, as cited in Fisher & Frey, 2013). However, research suggests that the application of collaborative peer learning (you do it together) can result in positive engagement and support diverse learners (Churchill, 2024).

In terms of theories informing the framework, Piaget's cognitive structures and schemata (1952) considerably affected GRR, explaining the way learners construct knowledge from their own experiences. Additionally, Vygotsky's zone of proximal development (ZDP) (1978) values the significant importance of providing appropriate support based on students' current abilities (McVee et al., 2019). Furthermore, his social-constructivist theory also highlights that learning is a socially situated learning, with knowledge constructed through social interactions (Darling-Hammond, 2001). Furthermore, Bandura's (1965) social learning theory, focusing on attention, retention, reproduction, and motivation, and Wood, Bruner, and Ross's work on scaffolded instruction (1976) also deeply influenced this teaching pedagogy (McVee et al., 2019).

Relating to my English primary specialization, the GRR model has been fundamental in forming various instructional methods for reading comprehension (Fisher & Frey, 2013). Since literacy is one of the most important general capabilities and skills for the twenty-first century, it plays an integral part in learning in all subject areas (ACARA, 2022). During my placement, I applied GRR in a guided reading activity with Year 5 students. I started by modeling reading-aloud, thinking-aloud, and “wh” questioning strategies to scaffold students’ comprehension. Following this, I facilitated group discussions and used prompts to encourage engagement and multiple perspectives. As a result, the discussion became more dynamic, with students becoming more comfortable expressing their unique thinking, which fostered students’ confidence, sense of belonging, and agency (Churchill, 2024).

Documentary In My Blood It Runs

Watching “In My Blood It Runs” (Newell, 2019) and engaging in the course content are incredibly crucial in my development as a teacher, not only in First Nations’ wellbeing, and inclusion, but also in learners' engagement.

The documentary highlights the challenges of “failing” in schools and being scrutinized that Dujuan, a 10-year-old talented boy, has to face as well as the dreams and hopes for the future. An insightful documentary that helps me broaden my mind about the ongoing and difficult struggles and their relentless determination to fight for justice for First Nations people.

The documentary has created a strong impression on myself and my inclusive pedagogy. The Uluru Statement (Referendum Council, 2017), providing me with a clearer understanding, calls for the establishment of a First Nations Voice and promotes truth-telling about history.

 I believe a more proactive approach to education should be carried out that recognizes, respects Indigenous knowledge and culture and prioritizes the concept of 'school readiness' (Anderson et al., 2023). This self-development has occurred through engaging with Bronfenbrenner’s social ecological model (1979). Furthermore, understanding students’ funds of knowledge is also an effective pedagogical approach (Moll et al., 1992). The two key responses that take on funds of knowledge are cultural responsive pedagogy (incorporate the viewpoints of culturally diverse students to enhance effectiveness) and Reggio Emilia (student-centered and constructivist learning),  and their combination is a great approach to incorporating funds of knowledge in teaching practice (Rigney & Kelly, 2021).

Students explored the concept of division and partitioning as a foundation for understanding fractions. I conducted an activity called Fun Picnic for Year 1 students, where they helped Wombat share food equally among his eight animal friends. With eight different types of food, students practiced fair sharing, reinforcing division in a simple and engaging way.

The lesson began with a whole-class discussion featuring open-ended questions to encourage division, reasoning, and mathematical thinking. Students then worked individually on a hands-on cutting and pasting activity to apply their understanding of partitioning and division. This interactive teaching approach not only strengthened their numeracy skills related to fractions but also fostered critical thinking and fine motor development, which is especially valuable for Year 1 learners.

Based on the Victorian Curriculum for Year 1 Numeracy and insights from mathematical pre-assessments, I designed a sequence of two division lessons. With a clear vision, I established specific learning objectives and a proficiency focus. From these, I structured engaging activities aligned with the learning goals, following a three-part lesson sequence: warm-up, launch, and explore. I also incorporated a variety of learning strategies, including group work, individual tasks, and the use of videos and images to support visual learners. Additionally, I included learning worksheets to reinforce key concepts, along with a more challenging worksheet to extend advanced learners.

One effective literacy strategy I implemented during my first placement was Question-Generating During Read-Alouds. As I read the text aloud, students listened attentively and wrote down a question they wanted to better understand. We then examined the text by discussing and unpacking their questions. This activity is particularly beneficial for upper primary students, as they have strong language proficiency, as well as well-developed writing and listening skills. The goal is to engage students as active readers rather than passive listeners and foster deeper engagement with the text. Additionally, this strategy enhanced critical thinking, metacognitive skills, and comprehension by encouraging curiosity and inquiry.

Through this activity, I also learned how to assess students' comprehension and identify areas where further explanation or clarification may be needed. Additionally, I observed students' abilities to ask meaningful and insightful questions, as well as instances where they struggled to express their questions. Moreover, I noticed that the discussions enables me to build up meaningful student-teacher relationship.

Another teaching activity I used was guided reading, where I prepared a list of discussion questions for two chapters of a novel. I began by reading aloud the first few sentences and then invited students to read each paragraph. This approach helped students enhance their reading comprehension and engage with the text more effectively. Afterward, we initiated the discussion using the questions as prompts. This activity fostered a dynamic discussion among students, allowing them to answer questions ranging from literal to evaluative, while supporting each other's responses. As a result, their reading comprehension was significantly improved, and the activity contributed to the development of their voices and critical thinking skills.