The Gradual Release of Responsibly Framework Bryan Rogers NEA-Great Public Schools Network CCSS 9-10th Grade Social Science
Common Core State Standards • College and Career Readiness • Focus on increased student literacy in all academic disciplines. • The challenge of the CCSS implementation is not about getting students to do new things, with new products, but is about improving the style of lessons and instruction to provide students with the experience needed to reach the high standards of the CCSS.
The Gradual Release of Responsibly Framework • A Four-Part model of instruction • It is a framework, not a curriculum • Applicable across multiple grade levels and disciplines. • Compatible with other strategies and modes of teaching, such as Close Reading, Understanding by Design, EDI, RTI, etc.
Theoretical Foundations • Vygotsky, Piaget, and Bandura • Zone of Proximal Development • Mentoring with communication and interaction to complete a group task • “What the child can do in cooperation today, he can do alone tomorrow“ (Vygotsky as cited by Levykh, 2008, p. 93).
Focused Instruction • “I Do.” • Modeling thinking of process • Strategic questions to scaffold instruction • Leads to Guided instruction NOT independent learning
Guided Instruction • “We Do.” • Teacher plays an active role in instruction via small group alignments • Use of prompts and “scaffold based” cues in student/dialogue • Aides student thought process to “self-correct” errors
Collaborative Learning • “You do it together.” • Collaborative tasks using critical concepts modeled in Guided Instruction. • Group work with individual accountability • Task completion requires student interaction
Independent Learning • “You do it alone.” • Students use Modeled, guided, and collaborative learning experience complete independent tasks showing mastery of concepts. • Extension to new applications and new knowledge • Builds on the foundations.
References • Fisher, D., & Frey, N. (2009). The release of learning. Principal Leadership, 9(6), 18-22. • Fisher, D., & Frey, N. (2014). Better learning through structured teaching: A framework for the gradual release of responsibility (2nd ed.). Alexandria, VA: ASCD. • Levykh, M. G. (2008). The affective establishment and maintenance of Vygotsky's zone of proximal development. Educational Theory, 58(1), 83-101.