What Does the Model Look like?

Figure 1.1

The following is an explanation of Figure 1.1:

·         Focus Lesson (I do alone)

o   The teacher models what they want the student to do (no interaction with students)

o   Teacher can use “think aloud” technique where teacher walks through the steps of what is to be done by the student

o   Establishes goals and purpose

·         Guided Practice/Instruction (We do it)

o   Teacher works through similar problems or tasks but now has students interaction

o   Teacher can use prompts, questions, additional modeling

·         Independent Practice (You do it Independently)

o   Student works through problem or task independently

o   Teacher works individually with students providing feedback, evaluation and determines level of understanding

·         Collaborative Learning ( You do it together)

o   This is the sharing portion where the teacher invites students to share the work they have done independently

o   Students look to peers for clarification

Figure 1.2 breaks down the model even more by showing what roles the teacher and students have during each stage.

Figure 1.2

 What does the Gradual Release of Responsibility Model look and sound like?

Teaching Phase	Teacher Behavior	Learner Behavior
Demonstration	• Initiates • Models • Explains • Thinks aloud • Shows “how to do it”	• Listens • Observes • May participate on a limited basis
Guided Practice	• Demonstrates • Leads • Suggests • Explains • Responds • Acknowledges	• Listens • Interacts • Questions • Collaborates • Responds • Tries out • Approximates • Participates

TEACHER HANDS OVER RESPONSIBILITY

Teaching Phase	Learner Behavior	Teacher Behavior
Independent Practice	• Applies learning • Takes charge • Practices • Problem solves • Approximates • Self-corrects	• Scaffolds • Validates • Teaches as needed • Evaluates • Observes • Encourages • Clarifies • Confirms • Coaches
Application	• Initiates • Self-monitors • Self-directs • Applies learning • Problem solves • Confirms • Self-evaluates	• Affirms • Assists as needed • Responds • Acknowledges • Evaluates • Sets goals

 *Source: Routman, R. (2003). Reading essentials. Portsmouth, NH: Heinemann.
<http://reading.ecb.org/downloads/itb_GradualRelease.pdf> 

For a more in-depth step by step processes go to “Little Bull Music” blog referenced in our helping hand post.