KEYS to Great Teaching - Gradual Release of Responsibility

Summary

The video discusses the gradual release of responsibility framework in teaching, focusing on four key phases: *I do*, *We do*, *You do*, and *We do together*. The speakers emphasize the importance of intentional task design, collaboration, and guiding student thinking without directly providing answers. They also highlight the need for cyclical, flexible instruction and the role of feedback in fostering independent learning. The conversation encourages teachers to be responsive to student needs, using strategies such as modeling, prompting, and reflecting to enhance learning experiences and build student confidence and competence.

Takeaways

• 😀 Gradual Release of Responsibility (GRR) is a teaching framework that includes four phases: 'I do', 'We do', 'We do together', and 'You do'. These phases help students transition from dependence to independence in their learning.
• 😀 The GRR framework isn't linear; it's cyclical and flexible. Teachers may cycle through the phases multiple times during a lesson, adapting to students' needs.
• 😀 Collaborative learning is essential. Tasks should be complex enough to require group work and intellectual interdependence, fostering student-to-student interaction to negotiate and problem-solve.
• 😀 Teachers need to be intentional in their modeling and demonstration during the 'I do' phase, clearly explaining the strategies, how they work, and when they should be applied.
• 😀 Focused instruction involves teachers opening up their thought processes (cognitive apprenticeship) to students. This includes sharing not just how to solve a problem but why a particular strategy is used.
• 😀 During guided instruction, teachers should prompt and question students without giving away the answers. This fosters critical thinking and helps students correct misconceptions.
• 😀 Teachers should avoid individualized one-on-one help in a whole-class setting during guided instruction, as it can disrupt the learning environment and lead to disengagement from other students.
• 😀 The 'You do' phase, or independent learning, involves students practicing what they've learned. It should focus on developing a mental model of expertise, not just compliance with tasks.
• 😀 Effective practice is deliberate and spaced. Students should understand that practice isn't just about doing tasks for points but about consolidating and solidifying their learning.
• 😀 Every instructional phase should be guided by clear learning intentions and success criteria. This ensures that activities are purposeful and aligned with the overall learning goals.
• 😀 Teachers should continuously assess students' understanding throughout the lesson, gathering data during each phase (collaborative, guided, independent) to adjust instruction and ensure effective learning.

Q & A

What is the gradual release of responsibility framework?

The gradual release of responsibility is an instructional framework that includes four phases: focused instruction (I do), guided instruction (We do), collaborative learning (We do together), and independent learning (You do). It aims to help students take more responsibility for their learning by gradually shifting the support provided by the teacher.

Why is collaborative learning important in the gradual release of responsibility framework?

Collaborative learning is important because it encourages student-to-student interaction, allowing students to negotiate, problem-solve, and make sense of ideas together. It works best when tasks are complex and require multiple students to engage with the content in a meaningful way.

How can teachers effectively implement the 'I do' phase of focused instruction?

In the 'I do' phase, teachers model and demonstrate their thinking, problem-solving processes, and strategies. It is crucial for teachers to announce what they are doing, explain why they are doing it, and offer clear examples so students understand how and when to apply the strategies.

What is the role of teacher guidance during the 'We do' phase?

During the 'We do' phase, teachers guide students through their thinking and problem-solving without giving them the direct answers. The teacher prompts, questions, and cues students to help them reflect and think critically, encouraging them to work through misconceptions or errors.

What makes a task suitable for collaborative learning?

A task is suitable for collaborative learning if it is complex enough that it cannot be easily divided and completed by one student alone. The task should require students to interact, share ideas, and come to a consensus as they work together.

Why is it essential for students to understand the purpose of independent learning?

Students need to understand that independent learning is not just about completing tasks for compliance, but about reinforcing their learning. It helps them solidify new knowledge and skills, and fosters a deeper understanding of concepts through practice and application.

What role does 'deliberate practice' play in independent learning?

Deliberate practice helps students refine their skills by focusing on specific aspects of their learning. By understanding the principles of deliberate practice, such as spaced practice and feedback, students develop a mental model of expertise, which drives them to engage meaningfully with the material and improve over time.

What are the key aspects of 'focused instruction' in the gradual release model?

Focused instruction involves modeling and demonstrating specific strategies, setting clear learning objectives, and explaining the 'how' and 'why' of the content. It provides students with cognitive apprenticeships, allowing them to observe how teachers think and approach problems.

How does the gradual release model prevent teachers from doing too much for the students?

The gradual release model emphasizes scaffolding, where the teacher gradually reduces support as students take on more responsibility. Teachers use guided questioning and prompts instead of giving answers directly, which allows students to think critically and independently while still receiving necessary guidance.

Why is it important for teachers to notice what students need at the moment in the gradual release framework?

It is essential for teachers to notice students' needs because it allows them to pivot and adjust their instruction in real-time. By observing students' progress and challenges, teachers can provide the right level of support, whether through guided instruction, collaborative learning, or independent tasks, ensuring that learning remains effective and targeted.