How Can it be implemented into lesson planning? Part 1: Structural Geology

Implementing the Gradual Release of Responsibility Model into lesson planning

The GRR model can be successfully implemented into a variety of different classroom settings.  The challenge may be in finding the balance between teacher-led instruction in the beginning, and knowing when the students are ready to take their own responsibility to the next level.  The beauty of the model lies in the intermediate steps between teacher-led and student-led learning.  The teacher is able to gauge the level of student understanding before moving on the next step.  

The GRR model is especially useful in classes which require independent practice and/or investigation in order for the student to master the field of study.  Two examples of classes in which the GRR model could be extremely useful are music and science.  Following is a brief discussion of how the GRR model could be used in each setting.

Example 1:  Earth Science Unit:  Structural Geology

Earth science is a very technical science that requires broad knowledge of multiple disciplines including mathematics, physics, chemistry and to some degree biology, to name a few.  One of the most eye-opening sub-categories of earth science is structural geology, in which students learn to 'read the landscape' in order to understand how earth's processes have worked over time to create basins, mountain ranges, faults, folded rocks, and many structural formations in between.    

Focused Lesson

The GRR model is appropriate for structural geology lessons because students must first grasp the basic concepts, physical processes, types of formations, and methods for representing data before being able to make any kind of interpretation in the field.  This is the teacher led portion of the unit and would include lectures, presentations, model demonstrations, reading from the text book.  Here students learn background on the subject, learning objectives, and establish a link to their prior knowledge in the field of study.

Guided Instruction

The guided instruction portion of the Structucal Geology unit would include lab work, typically in the class room.  Here students may work in groups or independently with the help of the teacher and/or teachers aids to understand the tools that will be necessary before moving on to more independent work.  Here, the goal is not to expect student perfection, but for the teacher to be available to support student understanding while the students may encounter struggles with difficult concepts.   

Collaborative Learning

The collaborative learning portion of the Structural Geology unit may include a field trip, where students work together in groups to apply their knowledge that they've gained in the classroom and lab, to a real-world geologic structure.  Students may practice reading field maps, taking measurements with their Brunton Compasses, assigning appropriate symbology to their field map, taking notes and drawing sketches in their field notebook, etc.  The teacher is available for help, the the majority of the learning takes place as students work together and explore their surroundings.  Again, the goal here is not perfection or even correct interpretation of the geologic structure being examined, but to improve student thought process and field techniques.  With quick and appropriate feedback, students should be equipped for the next step in the model.

Independent Tasks

At this stage of the GRR model, students are now ready to attempt a complete field investigation on their own.  This would include another field trip, but this time students would work independently on their field mapping.  Again, the teacher would be present, but teacher support at this stage is very limited.  This is more like the chapter test.  Students would be expected to gather all appropriate data in the field and then return to the classroom to finish their interpretive map and write a report to go along with it.