Learning Intention:
1. Understand the elements of effective teaching and learning using the gradual release of responsibility model.
2. Identify literacy teaching processes and the level of responsibility they entail for teachers and students.
Success Criteria:
1. Incorporate the gradual release of responsibility into classroom teaching.
2. Ability to articulate reasons behind literacy teaching practices.
In this meeting we reviewed the gradual relaease of responsibility model of instruction (Pearson & Gallagher, 1983). Based on this model, effective learning follows a progression in which teachers gradually do less of the work and students gradually assume more and more responsibility for their learning to become competent, independent learners. This gradual release may occur over a day, a week, a month, or a year. A common framework for implementing such a progression is "I do, We do, You do it together, You do it alone." This framework will form the basis of our Literacy teaching block and the subject of professional learning over the coming terms for each stage of the model.
The guided instruction phase of a lesson is almost always conducted with small, purposeful groups that have been composed based on formative assessment data. These are not random groups of students meeting with the teacher; the groups consist of students who share a common instructional need that the teacher can address.
The collaborative learning phase is a way for students to consolidate their thinking and understanding. Negotiating with peers, discussing ideas and information, and engaging in inquiry with others gives students the opportunity to use what they have learned during focused and guided instruction.
The ultimate goal of instruction is that students be able to independently apply information, ideas, content, skills, and strategies in unique situations. We want to create learners who are not dependent on others for information and ideas. As such, students need practice completing independent tasks and learning from those tasks.
By modelling the skills, sharing in the making of meaning, guiding students toward independence, and then monitoring independent work, teachers gradually release the responsibility for success to students.