Gradual Release of Responsibility (GRR) Model of Teaching and Learning

GRR is an effective tool to improve teaching and learning

Using the GRR: helps our students become more independent learners provides a framework that helps with planning helps us develop effective literacy teaching practise provides opportunities for explicit teaching of reading comprehension strategies is relevant to any key learning area

GRR I do it We do it You do it

Lessons using GRR follow this sequence: 1.Demonstration I do, you watch. 2. Guided practice 2. I do, you help. 3. Independent practice 3. You do, I help. 4. Application 4. You do, I watch.

Name the skill and explain (briefly) why it is useful. Demonstrate – use the skill and show students what you are doing. Get the students to help you use the skill – at this stage you are leading the students in the use of the skill. The students begin to use the skill. They help each other and you help them when they need it. Students have seen the skill being used and practised in groups and now they try it on their own. The class thinks and talks about what they did, how it helped them and what they might do next. Direct Instruction Modelling Guided practice Collaborative work Independent work Sharing and refection

Stage 1 = Direct Instruction Stage 2 = Modelling Stage 3 = Guided practice Stage 4 = Collaborative work Stage 5 = Independent work Stage 6= Sharing and reflection Jan Buckland Literacy Consultant WMR

Following are examples of how the stages ofGRR work when teaching the skill of predicting. GRR works for many different skills. See the lesson plans page on this wiki for more examples.

Direct Instruction The teacher says: ‘What helps us when we read?' ‘What did we do yesterday?' ‘What words do we know to help us talk about reading?’ ‘This is the new word/skill we are learning today'

Modelling The teacher demonstrates what is it she wants the students to do: 'When I read I make predictions: I see a picture of a cow. I think this story will be about cows. I think this story will have a problem in it. Maybe something bad will happen to a cow. I am going to write my prediction here. Predictions help me understand the story.’ Prediction Correct or Incorrect Evidence Cows  Something bad will happen to a cow x This table can be used on the white or interactive board and give as a worksheet to students

Guided Practise The teachers asks the students for help: 'Can anyone make a prediction?' The students and teacher practise the skill together. The teacher notes down some of the students predictions. Prediction Correct or Incorrect Evidence Cows  Something bad will happen to a cow x The farmer will milk the cows The cow will help the farmer

Collaborative Work Students work in groups. The Teachers says and shows: 'I’m going to give one person the books. Don’t open them – look at the cover and make some predictions. Write your predictions down.' 'When you have made two or three predictions read some pages together and then stop and help each other make some predictions. Write your new predictions down.' 'Are your predictions correct? How do you know?' The teachers helps and guides where necessary Prediction Correct or Incorrect Evidence Using the table to write their predictions helps students stay focused.

Independent Practise The teacher says: 'Now it’s time for quiet reading. Read and make predictions. Remember one thing about your book to share with the class. Practise predicting while you are reading.'

Sharing and reflecting Student will sometimes share in groups, sometimes with the whole class - and sometimes both. The teacher says: 'Can anyone tell me what does “predict” mean?’ ‘Does predicting help us when we read? How?’ ‘Did predicting help you. Can you tell us about your book and your predictions?'

E5 Instructional Model GRADUAL RELEASE E5 CAPABILITIES Direct instruction Engage Develops shared norms Determines readiness for learning Establishes learning goals Prompts inquiry Structures inquiry Maintains session momentum Explore Modelling Explain Presents new content Develops language and literacy Strengthens connections Guided practice Elaborate Facilitates substantive conversation Cultivates higher order thinking Monitors progress Collaborative work Independent work Sharing and reflection Evaluate Assess performance against standards Facilitate student self assessment Jan Buckland Literacy Consultant WMR 15