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Doug Mannell
September 20, 2015
EDU 723
Teaching and Learning in Inclusion Settings
University of New England
Strategy Summary Research Paper
Active Student Responding

Whether in elementary school, high school, apprenticeship programs, or at the college level;
students are charged with the task of paying attention and absorbing what is taught. Students,
including those with learning disabilities often have difficulties paying attention and focusing on
the information that is being communicated to them (Salend, Elhoweris, & van Garderen, 2003).
As students progress through the different levels of education the expectations are that of selfmotivation to succeed (Nordell, 2009). For students, the pace of instruction can be a major
hindrance in their ability to understand and use the information being taught (Nordell, 2009).
Educators are given the task of developing lesson plans and skill sets that will be implemented to
assist their students in understanding the material and gaining confidence in the students ability
to successfully complete assignments (Salend, Elhoweris, & van Garderen, 2003). However, the
educator may have given what they feel was the best presentation of information in their career
and the students all have the deer in the headlights look (Clark, 2014). What approach needs to
be utilized in order to reach the entire classroom while incorporating a sense of independent
learning on the students part?
The Gradual Release of Responsibility (GRR) is an organized model of learning that educators
can use to structure their lesson plans and develop an atmosphere that is conducive to the needs
of the student (Clark, 2014). Along with the GRR an evaluation of the students and their
learning styles will assist the educator in understanding the different teaching methods that may
have to be used in the classroom (Salend, Elhoweris, & van Garderen, 2003). Some such
methods may involve the tailoring of questions to meet the learning style of the student (Salend,
Elhoweris, & van Garderen, 2003). The GRR is structured using four strategic disciplines
starting with the teacher providing explicit instructions (Clark, 2014). The first step in the GRR
is focused on the educator providing explicit instruction along with a possible demonstration,

such as with a mathematics problem, followed by the reasoning behind the process (Clark,
2014). Students, in order to meet the assignment expectations must be given detailed
information and directions and this is done through the educators demonstration (Salend,
Elhoweris, & van Garderen, 2003). During the presentation the educator can use different
methods of delivery, such as specifying key points that the student may wish to write down or
remember (Salend, Elhoweris, & van Garderen, 2003). The engagement of the student into the
first step of the GRR is by listening (Clark, 2014), however it can involve them even more if the
student has read the portion of the textbook from where the educator is referencing during the
lecture and demonstration (Nordell, 2009). Students who have not developed skills in the area of
studying will benefit from observing the educator demonstrate and explain the information that
will be involved in an assignment or test (Nordell, 2009).
The second process in the GRR involves the student performing the task by themselves with the
educator available to answer questions when needed (Clark, 2014). This is the point where
students can develop their own learning expectations and goals which will be used while
performing the required task (Cahill, 2008). Educators can assist students better understand the
task by carefully detailing the procedures (in sequential order) that must be followed to be
successful (Salend, Elhoweris, & van Garderen, 2003). With the availability of the educator to
answer questions, students can diagnose when they actually grasp the concept of the lesson and
subsequent task (Nordell, 2009). Feedback from the educator following the project will assist
the student in evaluating whether or not they reached the goals they set for themselves (Salend,
Elhoweris, & van Garderen, 2003).
Group projects with the educator observing the students performance is the third process
recommended by the GRR (Clark, 2014). Students will perform the required task with a

specified number of classmates and the educator, when and if necessary will intervene with
suggestions that will facilitate a more positive outcome (Clark, 2014). These multiple student
projects offer excellent opportunities for everyone involved to assess their performance, problem
solve, and discuss changes in their approach to the assignment (Cahill, 2008). The concept of
teaching others is a key factor in the group project philosophy. Students need to have the ability
to explain the procedures and reasons behind them to others without classroom aids, such as the
instructor (Nordell, 2009).
The final GRR process is an assessment of the student as they work independently on a designed
project (Clark, 2014). Students will use their knowledge base developed in the classroom
without any assistance from notes or the educator to complete the project (Nordell, 2009). When
developing the project for assessment, the educator should have the requirements clearly written
out and discussed for the students (Salend, Elhoweris, & van Garderen, 2003). This will assist
the students in having a clear understanding of the assessment requirements (Cahill, 2008). Test
anxiety is always a factor during assessments, and the educator can help to lower the level of
stress on the student by providing a positive atmosphere (Salend, Elhoweris, & van Garderen,
2003). Through this assessment project students will learn the value of the material that was
taught and how it can apply to a real life situation (Nordell, 2009).
The development of lesson plans utilizing the four GRR processes can be broken up and used
individually or used for an entire lesson (Clark, 2014). The use of all four at once can be used to
show the student that they are capable of reading, listening, retaining, and applying information
to a specific project (Nordell, 2009). The educator plays an integral role in the success of the
student by being made available throughout the learning process (Salend, Elhoweris, & van

Garderen, 2003). Educators using the GRR will have more of an opportunity to effectively reach
their students due to more detailed and one on one instruction (Clark, 2014).

REFERENCES
Cahill, S. M. (2008). Teaching organizational skills through self-regulated learning strategies.
Teaching Exceptional Children Plus, 5(1), 1-9.
Clark,S. (2014). Avoiding the blank stare: teacher training with the gradual release of
responsibility in mind. English Teaching Forum,52(2), 28-35.
Nordell, S.E. (2009). Learning how to learn: a model for teaching students learning strategies.
Bioscene: Journal of College Biology Teaching, 35(1), 35-42.
Salend, S.J., Elhoweris, H., & van Garderen, D. (2003). Educational interventions for students
with add. Intervention in School and Clinic, 38(5), 280-288.