Gradual release of responsibility by https://padlet.com/janice_leung24/ins2q4p5mkvr Why is guided practice successful and how is it relevant to classroom behaviour? en-us 2017-05-13 08:06:26 UTC 2017-05-13 08:32:48 UTC hello@padlet.com A framework for the gradual release of responsibility (Frey and Fisher) janice_leung24 https://padlet.com/janice_leung24/ins2q4p5mkvr/wish/171601448
]]> 2017-05-13 08:08:14 UTC https://padlet.com/janice_leung24/ins2q4p5mkvr/wish/171601448 What steps are taken by the teacher in using the gradual release of responsibility in the classroom? According to Frey and Fisher, every successful lesson must include these 4 elements, which are intertwined. janice_leung24 https://padlet.com/janice_leung24/ins2q4p5mkvr/wish/171601498
  • Focused Instruction: Preparing students for learning by establishing lesson purpose (including relevance), modeling strategies and skills, and noticing how students respond to the information.
  • Guided Instruction: Strategically using prompts, cues, and questions to lead students to new understanding. According to Frey and Fisher, by noticing misunderstandings, the teacher can again, model and explain the ideas - this is known as  "productive failure" and by "provoking or noticing these errors provides the teacher with an opportunity to prompt, cue, or explain and model. In doing so, the students and teacher pay joint attention to the task and work together to reach an understanding." 
  • Collaborative Learning: Allowing students to consolidate their understanding through exploration, problem-solving, discussion, and thinking with their peers.  This works well in set groups or mixed ability groups.  Some of the benefits of collaborative learning, according to Cornell University's Centre for Teaching Excellence include:
    • Development of higher-level thinking, oral communication, self-management, and leadership skills.
    • Increase in student retention, self-esteem, and responsibility.
    • Exposure to and an increase in understanding of diverse perspectives.
    4. Independent Learning: Requiring students to use the skills and knowledge they’ve acquired to create authentic products and ask new questions. This promotes meta-cognition and independent learning.  This also promotes high level thinking, as students are able to critically analyse the information and develop their own ideas. The knowledge and learning pattern is internalised within the student.
    ]]>     2017-05-13 08:10:02 UTC https://padlet.com/janice_leung24/ins2q4p5mkvr/wish/171601498     Why is the gradual release of responsibility beneficial in the classroom? janice_leung24 https://padlet.com/janice_leung24/ins2q4p5mkvr/wish/171601898 It is very beneficial for behaviour management because from the start, Frey and Fisher emphasise that the learning purpose needs to be relevant to the student - by making it interesting and relevant to the student this makes it more likely they will be focused and engaged in the lesson.

    This is also useful for behaviour management because the focus shifts from "me and you" to "us" and "we"...by having more ownership in the learning and being trusted with more independence, students are more likely to feel like partners in the classroom and will likely be more interested.

    It should be noted that, although group work is intrinsic in the gradual release of responsibility, the teacher will still have rules and expectations regarding to behaviour. As Erick Hermann explains in the article "The importance of guided practice in the classroom",
    "structures such as having a talking stick and explicit roles within a group can keep students on task and provide an opportunity for all students to be equally involved."]]>     2017-05-13 08:21:24 UTC https://padlet.com/janice_leung24/ins2q4p5mkvr/wish/171601898     Why is guided instruction so important, and why has it been embraced in classrooms? janice_leung24 https://padlet.com/janice_leung24/ins2q4p5mkvr/wish/171602210
  • It enables teachers to promote meta cognition and the internalisation of knowledge and processes. 
  • It allows for the teacher to check learning during small group activity and to offer small group teaching and adapt/differentiate/extend learning, etc. 
  • It makes students appreciate that making mistakes is not only okay, but a positive thing in learning. By making mistakes we learn and improve.

    • ]]>     2017-05-13 08:29:31 UTC https://padlet.com/janice_leung24/ins2q4p5mkvr/wish/171602210