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Gradual Release of Responsibility

Gradual Release of Responsibility. (GRR). Model of Teaching and Learning. GRR is an effective tool. t o improve teaching and learning. Using the GRR:. helps our students become more independent learners provides a framework that helps with planning

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Gradual Release of Responsibility

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

  2. GRR is an effective tool to improve teaching and learning

  3. 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

  4. GRR • I do it • We do it • You do it

  5. Lessons using GRR follow this sequence:

  6. 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

  7. 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

  8. 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.

  9. 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'

  10. 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.’ This table can be used on the white or interactive board and give as a worksheet to students

  11. 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.

  12. 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 Using the table to write their predictions helps students stay focused.

  13. 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.'

  14. 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?'

  15. E5 Instructional Model Jan Buckland Literacy Consultant WMR 15

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