1. By William Gray Rinehart and Kristi Ley
Using the gradual release of responsibility framework in pre-service teacher training for Southeastern Myanmar
By William Gray Rinehart and Kristi Ley

2. Context Fewer than 30% of students reach Grade 11
Approximate 7% mean annual drop-out

3. Context Livelihood concerns the primary factor (77%)
Negative school experiences places third (6%)

4. Active Learning + Reflective Teaching
Quality Education

5. Gradual release of responsibility
Pearson and Gallagher, 1983
Reading comprehension instruction in primary classrooms (USA)
“The cognitive load shifts slowly and deliberately from teacher to learner.”
Common framework for Teaching Practicums in North America

6. GRR in Four Stages 2. Guided Instruction “WE DO IT TOGETHER” 1.
“WE DO IT TOGETHER” 1.
Focused
Lessons
“YOU WATCH” 3.
Collaborative
Learning
“YOU DO IT TOGETHER” 4.
Independent
Practice
“YOU DO IT ALONE”
Dependence Independence
(Fisher and Frey, 2008)

7. Benefits of GRR in pre-service field experience
Embedded modeling & observation
Explicit teaching about teaching
Ongoing mentoring & support
Scaffolding & Differentiation
Collaboration
Theory-to-Practice link

8. Challenges of GRR field experience in low resource contexts
Teacher trainers and mentors
Accessibility to schools
Extended duration
Competency based curriculum
Resources Needed

9. Field Experience and Placement
Partnership with local community school
Held weekly over 9 months
Similar conditions create meaningful experience
ESL subject teaching
Three fixed classes, one rotating class
Community school in Sangkhlaburi
Class One
Class Two
Class Three
Class Four
Student Age
7-12
6-14
Student No. 16 20 14 22

10. GRR Phase 1: Focused Lessons
Needs assessment with administration and students
Pre-assessment
Modeled lessons by teacher trainer
Observation by student teachers
Post-Lesson Analyses
“YOU WATCH”
Dependence Independence

11. GRR Phase 2: Guided Instruction
Collaborative lesson planning
Teaching teams responsible for delivering lessons
Teacher trainer actively supports and coaches
Peer observations
Post-lesson reflections
Lessons & observations integrate classroom pedagogy
“WE DO IT TOGETHER”
Dependence Independence

12. GRR Phase 3: Collaborative Learning
Collaborative lesson planning
Teaching teams responsible for delivering lessons
Teacher trainer available for support and coaching
Peer observations
Post-lesson reflections
Lessons & observations integrate classroom pedagogy
“YOU DO IT
TOGETHER”
Dependence Independence

13. GRR Phase 4: Independent Practice
Individual lesson planning
Teacher trainer available for support and coaching
Peer observations
Post-lesson reflections
Lessons & observations integrate classroom pedagogy
Intensive!
“YOU DO IT
ALONE”
Dependence Independence

14. Equality in the Classroom, Group Work,
From Classroom to Field Experience
Unit
Classroom Topics
Field Experience
September
Three:
Equality in the Classroom, Group Work,
Planning,
Classroom Management
Students: Difference and Equality
How to Motivate Students
Designing, Setting, Forming & Managing Group Work Tasks
Lesson Planning
Learning Objectives
Classroom Management Techniques
GRR Phase 2: Guided Instruction
Student Teachers assume responsibility for lesson with active support and coaching from teacher trainer
October
Four:
Teaching for Learning
Thinking Skills & Bloom’s Taxonomy
Training: Giving Praise (provided by trained psychologist)

15. Implications Where do we go from here?
Analyze Teacher Competencies to measure growth
2. Conduct controlled research, monitoring and evaluation to measure impact (exam scores, student dropout, teacher retention)
Does our pre-service preparation program…
Increase participants’ knowledge & skills about teaching?
Are knowledge & skills applied in service?
Do student learning outcomes improve?
Are there other impacts?

16. What makes the Bop Htaw Education GRR field experience feasible?
Implications
Teacher preparation as an integrated specialization
Community Relationships
Concentration of resources

17. Thank You!
Qestions?