Gradual Release of Responsibility by Pam TATE

Gradual Release Exit Ticket

pamtate — 2022-02-21 03:56:01 UTC

The Gradual Release of Responsibility is a strategy used for any content area. This gradually releases students to their independent work. "I do, we do, you do" method that can be used in a single day, week, or even over a months span. The teacher releases the responsibility gradually to the students but still holds the primary responsibility at the beginning of the lesson or when the new content is introduced.

2022-02-21 14:43:08 UTC

It's a scaffolding system for students to learn new concepts.

melindabyrd — 2022-02-21 14:43:17 UTC

https://www.thoughtco.com/gradual-release-of-responsibility-4153992

2022-02-21 14:47:15 UTC

This article stuck out to me the most because it really dives into the meaning of gradual release for students. It breaks down each step and gives a good description of the process.

In this step, the teacher would offer direct instruction on a concept by using a model. During this step, the teacher may choose to do a "think aloud" in order to model his or her thinking. Teachers may engage students by demonstrating a task or providing examples.

2022-02-21 14:48:34 UTC

Gradual Release of Responsibility Checklist and Planning Guide stood out to me because it gives you ideas to pick from to shows you examples at each step.

melindabyrd — 2022-02-21 14:49:49 UTC

In this step, the teacher and student participate in interactive instruction. A teacher may work directly with students with prompts or provide clues. Students can do more than just listen; they may have the opportunity for hands-on learning. A teacher can determine if additional modeling is necessary at this stage.

2022-02-21 14:50:22 UTC

The teacher models with students only paying attention to what is being shown. The students should not be writing or copying anything at this point, only watching.

melindabyrd — 2022-02-21 14:54:08 UTC

Guided instruction moves students into a more collaborative aspect. Here you are still working students through the lesson, but now they are involved in the process.

melindabyrd — 2022-02-21 14:55:01 UTC

I love how one article said that GRR is non-linear. There's a flexibility in the process, based on student needs.

Mrs_Fuentes — 2022-02-21 14:55:26 UTC

Students collaborate together while teacher monitors for a quick check on students.

melindabyrd — 2022-02-21 14:55:50 UTC

Students will complete independent work that aligns with the model, guided practice, and collaborative aspects taught before.

melindabyrd — 2022-02-21 14:56:38 UTC

https://www.evidencebasedteaching.org.au/the-i-do-we-do-you-do-model-explained/

2022-02-21 14:57:52 UTC

This article would be a good refresher or starting point for discussion about GRR. I appreciate how this article goes beyond the I Do, We Do, You Do to the Do Again piece. It also provides clear examples. I found the article very informational and easy to read.

2022-02-21 14:57:58 UTC

One of the articles pointed out that the collaborative part of GRR does not have to mean group work.

I learned in the "I Do" phase, it actually has two parts where the students collaborate with peers to make sure they understood, then try independently with frequent feedback so as not to instill incorrect skills or habits.

2022-02-21 14:58:22 UTC

In the article, Why GRR, an example they gave was to have the students complete a quick write before the lesson to access prior knowledge. I think this is important because it gives students more opportunities to practice their writing and get out what they know ahead of time.

sarahfullmer2_1 — 2022-02-21 14:58:40 UTC

2022-02-21 14:58:59 UTC

This article stuck out to me because it really broke down the gradual release and gave examples and options on how to implement it in the classroom.

Eboni

2022-02-21 14:59:41 UTC

GRR is an effective way to make sure the students are learning & understanding the concepts that are being taught in class. It can be easy to assume a child is learning in a group setting but I believe you can only be 100% confident when a child is also able to be successful in an independent setting.

meganrichards3_1 — 2022-02-21 14:59:44 UTC

One of the articles talked about how independent should not be a replication of what has already been taught. This is a good reminder to keep everything aligned.

The part where the teacher actually gave them a sour treat and had them explain what they felt was sour. After they, were able to explain as a group. He gave them a cookie and they described it independently. I really thought using an actual hands on was brilliant!!!

2022-02-21 15:00:01 UTC

In the video "Cooperative Learning in the Elementary School", I really liked how the teacher in the video said that she grouped her students by ability. By grouping her students by ability she is able to enrich her kids who understand the material fully and help the kids who are struggling. I feel like in my own classroom my kids who understand the material and finish their work fast are bored and giving them an opportunity to challenge them within a group is a great idea.

2022-02-21 15:00:13 UTC

Zone of Proximal Development stages-- The problem we see is we expect everyone to be at same stage and we treat them like that instead of checking or reteaching them to work toward the middle or using your kids who get it to help make the smaller groups. Purposeful

2022-02-21 15:00:24 UTC

I'm starting our TISD Health Lab this week. While watching the Teacher Approaches video, I can use several of those strategies with my lesson. This is one of my favorite units to teach and the kids love it as well.

2022-02-21 15:00:33 UTC

Gradual Release of Responsibility

2022-02-21 15:01:17 UTC

The video stressed that the guided practice will be the most needed since this is where the support will come in for all levels.

I Do, You Do, We Do Explained

2022-02-21 15:08:15 UTC

This article stood out to me because it gave go examples of all steps as well as some practices that do not go in certain steps. I think we all do "I do" well, but tend to rush through the "we do" and try adding in collaborative learning here. It should be teacher and student, not student and student. The teacher needs to still walk them through to keep talking and catching mistakes possibly made. This model can be used multiple times throughout a lesson, not just once in the lesson. It may require chunking lessons into this if it is especially challenging. You have to keep in mind what your intention of the learning is to make sure you are keeping on track.

To introduce new concept, of how and why we are doing it. To give instruction of a new project. The students will have a clear understanding of the project expectations

2022-02-21 15:18:52 UTC

Richards and Fullmer

meganrichards3_1 — 2022-02-21 15:20:17 UTC

We take notes as a class. These are simple, short notes that use vocabulary and steps. We have 1-2 examples that we do as a class and where the teacher models. Then, there are 1-2 processing questions that students attempt on their own. The teacher walks around and checks for understanding. Students are able to come up and share how they solved the problem. At the end, students write what they learned that day.

Nutrition Lesson-

2022-02-21 15:21:17 UTC

I will teach the 5 food groups from posters that I have. I will show a video about the 5 food groups.

Nettleton & Lopez :)

Mrs_Fuentes — 2022-02-21 15:21:23 UTC

We use a lot of Think Alouds...purpose is modeling thinking for the students... edPuzzles for Direct Instruction as well...we use the GRR model very flexibly

Harris

2022-02-21 15:22:53 UTC

Direct teach includes introducing any vocabulary that is needed, modeling/demonstrating/explaining skill by thinking aloud, creating process charts/anchor chart, giving examples and non-examples

dyslexia therapy

2022-02-21 15:22:55 UTC

Most of the teaching is direct instruction through discovery with gradual release built into the lesson plan and especially the procedures. I directly teach a concept (like digraph ea) first with auditory identification of the sound in a list of words (each, teal, ect). Then I write the words on the board for visual and ask the students to discover what is saying long (e). Then students discover that it is a digraph and says 1 sound. They already know the coding and they tell me how to code the words on the board. Then we go through the multisensory procedure to learn it. Then they help me code words at the board, I help them code the first line of print, then they code the rest of the page on their own. Then those words are put into sentences.

In my classroom, what has been helpful is that at the beginning of the year I had these long-winded notes with a ton of examples. I have changed into keeping notes being brief but providing a couple of different problems. Students that are understanding it, I will let them come help with notes and let them be the teacher which then goes into guided practice

2022-02-21 15:24:01 UTC

Vocabulary and then relate-

2022-02-21 15:26:04 UTC

Conversation using what we are talking about. Talking about how we see or use this daily.

Modeling the thinking process out loud is important in the direct teach so hopefully they will use that model as they collaborate with each other.

2022-02-21 15:27:54 UTC

Practice Think up--

2022-02-21 15:31:09 UTC

Try- as you walk you fix or lead by asking why, then go over. This leads you to the release process. You keep the kids that are struggling and let other go work collaborative or individual.

I use it using a projector and show them step by step what and how to do it, then I Let them do it with me step by step of how to do the project. As The begin to do independent work, I go to each table and help them and guide them, correct or show them. After I know they can do it, I then proceed to independent work

2022-02-21 15:31:17 UTC

dyslexia therapy

2022-02-21 15:32:45 UTC

After introduction in my small group, the class codes and reads words. I code some words on the board and have the students verbalize the coding. Then we turn to their papers for the lesson and I help them code the first line of words. Then I release students to code other lines on their own while I walk around and watch and help where needed. I am listening for them to verbalize what they are coding. After reading the words together, they proceed to sentences while I watch and help. After that, students read a list of words with the new learning that they do not coding while practicing automaticity.

Harris

2022-02-21 15:33:49 UTC

Guided instruction involves working together on a skill. There is a lot of questioning from the teacher to assess student understanding. Scaffolding is provided as needed.

dyslexia therapy

2022-02-21 15:34:19 UTC

In rate practice stories, I point out common digraphs, diphthongs, and combinations that they will see. This is also done at comprehension time when students are reading together.

manipulatives, hands-on, using tools, notes, anchor chart, questioning etc

Mrs_Fuentes — 2022-02-21 15:34:27 UTC

Eboni

2022-02-21 15:35:08 UTC

I use prompts a lot when in a classroom setting to give the assignment some directive

2nd

2022-02-21 15:35:27 UTC

We use assignments, kahoots, partner relays and lead4ward activities to enhance our guided instruction.

Lanham

2022-02-21 15:35:29 UTC

We use games for guided instruction often. Students are working while I am still guiding and modeling my thought process out loud.

Nutrition Unit

2022-02-21 15:35:50 UTC

I will have different food items for students to decide which food group they go in.

Students will be asked to place them in the 5 categories. Cards will be on the table for them to decide.

I will also ask them to give me different food options for each category.

Students work on similar problems incorporating the same techniques. Quick checks can be used such as thumbs up, down or sideways to know where more help is needed. Strong students can go help the needing students which solidifies learning for the strong and helps the low ones catch up.

2022-02-21 15:37:15 UTC

Have 3 questions that mirror your direct teach examples and independent practice. The students work with their table groups to solve one question at a time. Before you start, number your kids from 1-4 at each table. They will get 3-4 minutes to solve each problem. After the timer goes off, teacher rolls a die to see which student will share their answer for their group. Each table shares their answer and each table that gets the correct answer gets to pick from a deck of cards to add up for table points.

sarahfullmer2_1 — 2022-02-21 15:37:25 UTC

I have been trying to do more hands-on activities with different types of manipulatives. Making the activity memorable so they can remember the activity and apply the practice to what we are learning. They will usually work with a partner during this time while I model it on the board and walk around answering any questions students may have.

2022-02-21 15:37:46 UTC

Collaboration

2022-02-21 15:40:16 UTC

We use stations, I also usually suggest that students who grasp a concept better act as the "teacher" or "checkers" for other students.

activity changes--

2022-02-21 15:40:30 UTC

interactive word wall--Build
vocabulary
questions
present
make a model and label/explain

Art

2022-02-21 15:40:34 UTC

Using tickets for prizes sometimes whole group, partners, understanding what and why we are doing the new project.

Lopez

Mrs_Fuentes — 2022-02-21 15:40:58 UTC

During our Collab station, there's always an accountability piece like a FlipGrid, etc...

However, collaboration happens during all aspects of GRR

Lawton taught us all of this <3 If you need help, go see here. lol

Collaboration - 2nd Grade

2022-02-21 15:42:24 UTC

Students collaborate through turn and talks, think pair share, kahoots, and students who understand are "teachers/checkers".

Showing different ways to accomplish the same task. Many times students will come up with a different way and will share their strategy to accomplish the same task.

2022-02-21 15:43:30 UTC

dyslexia therapy

2022-02-21 15:45:54 UTC

This model has been used in dyslexia therapy from the beginning and is built into the daily procedures used in the classroom.

strategies, connections, use examples, brain dumps, corny songs, relate to their interest (football), models,etc

2022-02-21 15:59:33 UTC

aha was...students teaching students is powerful <3

Mrs_Fuentes — 2022-02-21 16:01:01 UTC