Gradual release of

Responsibility
From the work of Douglas Fisher and Nancy Frey
By:Danisha Norfleet
• Look at the cartoons on your table.
• Draw conclusions about the meaning of GRR from the cartoon.
• Use the size and location of the figures as a guide.
• Discuss a conclusion for each of the parts of GRR.
The Gradual Release of Responsibility
● Shifts the cognitive load from teacher-as-model, to joint
responsibility of teacher and learner, to independent practice
and application by the learner (Pearson & Gallagher, 1983)
● May occur over a day, a week, a month, or a year

Graves and Fitzgerald (2003) note that "effective instruction often

follows a progression in which teachers gradually do less of the
work and students gradually assume increased responsibility for
their learning. It is through this process of gradually assuming
more and more responsibility for their learning that students become
competent, independent learners."
 GRR- ME
Modeling Effectively
A major goal of modeling is to deepen the
learner’s metacognitive awareness*

*noticing you’ve learned something

* noticing how you learn something
ME: Model ●
●
Provides direct instruction
Establishes goals and purposes

Effectively ●
●
Models
Thinks aloud

Teacher ● Says to students, “Hold that

thought or question.”
● Usually lasts 15 minutes or
less-long enough to establish a
purpose
 Characteristics of Modeling
● Breaking down the skill into critical features/elements
● State the steps as clearly as possible- so students
understand
● Thinking aloud ( say aloud what you are thinking) sharing
your thought process
● Using the word I
● Telling, and showing students how to do the skill or task
No rambling – less is more
 Student

● Listens actively
● Watches the teacher closely
● May take notes
● Doesn’t interrupt
● Prepares to participate
WE: Welcoming Engagement
● Provides support
● Functions as a tool
● Allows the worker to accomplish a task otherwise not
possible
● Selectively aid the worker when needed
 WE: Welcoming Engagement
TEACHER:

● Works with students

● Provides additional modeling
● Provides opportunities for
students to verbalize
thoughts
● Invites students to “give it
a try.”
● Asks and responds to
questions
● Listens to conversations to
assess understanding
 WE- Student
Practices modeled skill or behavior
Making thinking visible with writing or talking
Asks and responds to questions
Completes process with whole class
 Questions, Cues and Prompts
● Robust questions to check for understanding
● Prompts that focus on cognitive and metacognitive
processes
● Cues to shift attention to sources
● Direct explanation and modeling to re-teach
Questions, Cues and Prompts

● As you begin the guided part of the lesson, you should

begin with a question
● Who can tell me?
● Who remembers?
● What do you remember about the first step?
● If the students answer the question correctly, then you
move onto the next section of the skill or process
 TWO: Thinking with Others
● Collaborative Learning: Consolidating Thinking with Peers
● Collaborative learning provides students with the
opportunity to work together to construct meaning and
complete learning tasks
● Research says that students learn and retain more, are
more satisfied, complete more assignments, and generally
enjoy school better when they work in small groups
 TWO: Collaborative Practice
but still guided
Teacher

● Creates opportunities for students to work together.

● Structures the work by dividing it into small chunks
● Assess students interactions and responses
● Clarifies confusions
● Provides support
Two: Collaborative work
Students

● Discussing ideas and concepts

● Interacting with one another
● Practicing a previous teaching point
● Explaining process
● Checking each other’s understanding
● Making a contribution to the joint effort or project
● Reflecting upon assessing group and personal learning
 YOU: Your Own Understanding
● “Students need time to practice.”
● Practice does not make perfect; practice make permanent
What Independent Practice is
“You Do” (student)

● Transition from guided practice

● Students work on their own to accomplish task
● Teacher monitors for understanding
● Teacher provides specific feedback and praise
What it is not…
● Right after explicit instruction
● Students working on assignment without prior
instruction
● Working in a small group with a teacher
● Summative assessment
● Work unrelated to the learning objective
Independent practice
Teacher:

● Observes
● Confers with students
● Provides feedback
● Determines level of understanding
● Selecting activities aligned with instruction and assessment.

Might be

● Homework
● Classroom Activity
● Project

Evaluates student learning

Uses results to inform and modify instruction.
Independent practice
Students:

● Work alone
● Rely on notes, text and classroom activities to complete
assignment
● Strategically apply strategies and skills
● Takes responsibility for learning
● Reflects upon personal growth