Gradual Release Of Responsibility Model Research Articles

A task-based framework for oral language instruction in support of young language learners in French immersion

Abstract In Canada, French immersion (FI) is a popular language program. In addition to needing strong pedagogies for language and content instruction, primary FI teachers need to attend to students’ age, cognitive level, and lack of exposure to the target language. We turned our attention to the potential of task-based instruction to conduct a two-year classroom-based study exploring communicative tasks designed specifically for young language students in FI. The study led to the development of an instructional sequence for task-based instruction for children ages 5–6, grounded in the Gradual Release of Responsibility model and scaffolded instruction. In addition to presenting this pedagogical framework, we discuss identify promising task-based pedagogical principles at play and highlight pathways for classroom application. We also discuss communicative tasks proposed to young students and offer the use of symbolic play as a type of task that shows promise for young learners in second language learning contexts.

Gradual Release of Responsibility as a Tool for Effective Curriculum Delivery for Better Education Service in an Inclusive Setting in Secondary Schools in Bauchi State

This paper examines the use of gradual release of responsibility for effective curriculum delivery in an inclusive setting for better education service delivery in secondary schools in Bauchi state. It emphasizes the application and utilization of components of the gradual release of responsibility model in teaching and learning in an inclusive education. The paper also looks into Teaching strategies in form of gradual release of responsibility with strong vertical alignment and purposeful instruction, which pave way for the removal of the barrier that exist between the normal and special students in term of their performance in academia, gradual release of responsibility serves as a means for addressing such challenges, thereby allowing students in an inclusive education setting learn easily. The paper, however, laments that with vertical alignment of content and learning experience through Continuity and Sequence, students who find literacy and numeracy tasks difficult can learn and perform better, thereby concretizing their understanding as well as compete with normal students. The paper then suggests that Curriculum planners should make strong position in adopting strong vertical curriculum alignment and purposeful instruction (Gradual Release of Responsibility) in planning curriculum for inclusive education.

The Development of Blended Learning through Learning by Teaching for Mathematical Literacy in General Education Program on Higher Education

Blended learning is a kind of classroom learning which is suitable to help students for promoting their learning with the 21st century skills. When the collaborative learning is integrated into classroom techniques, blended learning is a way for students to learn their basic knowledge with online technology before they come to classroom, and spend most of their time in the classroom performing team activities to solve new or complex problems. This study proposes a model for teaching and learning in order to develop the blended learning through learning by teaching. Based on the gradual release of responsibility model, rainbow talk is used to encourage students to take responsibility for collaborative learning combined with flipped learning which students are assigned to study lessons and take tests before they come to classroom. This aims at studying effectiveness of the proposed model in order to improve mathematical achievement in mathematical courses of general education program for higher education. The study is a practical research that provides statistical analysis of mathematical learning results of students from the proposed learning model. The results of this study indicate that mathematical achievement of students is attained in accordance with the learning outcomes of the course at a satisfactory level and is satisfied with the learning and teaching at a good level.

Fostering Independence While Teaching Students With or at Risk for Reading Disabilities

The Gradual Release of Responsibility (GRR) model for instructional delivery is well supported by research evidence and is often identified as a critical element of instruction for students with learning difficulties. However, there are challenges associated with effectively releasing responsibility to students. This may be especially true during instruction for primary-grade students with or at risk for learning disabilities. In general, educators want to provide a high level of support to young, struggling students in order to ensure that they feel successful and bolster their confidence. However, too much support means that students are not provided with opportunities for independent practice or independent mastery of content being taught. This article describes the GRR model of instruction and provides specific guidance and resources to support special education teachers in implementing the GRR model during small-group reading instruction in primary-grade classrooms, with a particular emphasis on facilitating group and independent practice.

Explicit instruction for word solving: Scaffolding developing readers’ use of code-based and meaning-based strategies

Response to Intervention (RtI) has brought about significant changes in the way schools provide educational support for students at risk for reading difficulty. Much of the research on RtI has focused on evidence-based interventions that are typically offered outside of the regular classroom, with less attention given to instruction that is part of the core curriculum. In this article, the author describes an explicit approach to word solving instruction that has been key to an intervention proven effective in contexts outside of the classroom. The approach emphasizes the interactive and confirmatory use of both code-based and meaning-based strategies for figuring out words. The author offers guidance for using a gradual release of responsibility model to incorporate this explicit approach into small-group instruction in primary classrooms.

Výuka čtenářských strategií v zahraničí – teorie, trendy, programy a metody

Tato teoretická studie se zabývá výukou čtenářských strategií neboli záměrných a cílených postupů, které pomáhají čtenářům porozumět různým typům textů. Cílem textu je analýza teorií a výzkumů, na nichž staví výuka čtenářských strategií ve školním prostředí, a porovnání zahraničních programů, které začleňují čtenářské strategie do výuky ve školách. V první části budou přiblíženy principy modelu postupného předávání odpovědnosti (gradual release of responsibility), poskytování opory (scaffolding) během výuky a trendy ve vývoji v přístupu k výuce čtenářských strategií. V druhé části je podrobněji pojednáno o úspěšných zahraničních programech, které integrují výuku čtenářských strategií: CORI a Učíme se navzájem. Analýza těchto programů ukazuje na uplatňování modelu postupného předávání odpovědnosti ve výuce čtenářských strategií. Zároveň je poukázáno na trend ve výuce čtenářských strategií, který staví na vytváření významu textu během diskusí spojených s prací na autentickém úkolu. This theoretical study deals with the instruction of reading strategies, which are defined as deliberate and targeted procedures that enhance readers’ ability to comprehend various type of text. The study aims to analyse theories and research studies that reading strategy instruction in schools builds on. In the first part, the gradual release of responsibility is described together with the principle of instructional scaffolding and trends in the development of reading strategy instruction. The second part focuses on the detailed analysis of successful international programmes that integrate reading strategy instruction: CORI and Reciprocal Teaching. Their analyses reveals that they use the gradual release of responsibility model in reading strategies instruction. The study also points to the trend of creating meaning of text during rich discussions connected with the work on an authentic task.

Readers Theatre Plus Comprehension and Word Study

AbstractReaders Theatre has been used to introduce critical issues, promote fluency among English learners and non–English learners, teach vocabulary, and integrate content in the classroom. Previous studies of Readers Theatre application have demonstrated an increase in student reading fluency, motivation, and confidence. The focus of this systemic approach to the use of Readers Theatre is to promote comprehension and word study through a gradual release of responsibility model. The authors describe how and why this framework was developed and provide recommendations for implementation.

Literacy instruction in primary level deaf education in China

ABSTRACTThe national policy in deaf education in Mainland China primarily focuses on oral/aural instruction and hearing rehabilitation. The curriculum in primary grades is specifically structured on speech and hearing skills for language development. But there is little evidence that documents what early literacy instruction looks like or how teachers conduct the teaching of reading and writing in classrooms with Chinese deaf children. By analyzing videotapes from the first and second grade classrooms, we describe how reading and writing are taught to deaf children in China. The key findings are that the primary grade literacy instruction (1) shares features of Gradual Release of Responsibility model with a focus on speech and hearing skills; (2) uses multimodal strategies and pedagogical tools such as lip-reading, Pinyin phonetic symbols, Pinyin Finger Spelling, Chinese Sign Language (CSL), and Signed Chinese (SC). Moreover, the curriculum reflects low expectations for deaf students as it lacks the academic content provided to their hearing peers. We conclude with implications for literacy instruction in deaf education, and suggest a future research agenda.

Examining meaning making from reading wordless picture books in Chinese and English by three bilingual children

This qualitative study examined three bilingual children’s (aged 2, 3 and 4) meaning making and storytelling in relation to five wordless picture books over a period of 10 weeks. Guided by the Gradual Release of Responsibility Model the children were asked to read each book through four stages in both English and Chinese: I Read You Listen, I Read You help, You Read I help and You Read I Listen. The results suggested that the children applied a variety of techniques in their meaning-making process and that there were commonalities among the strategies they used as well as differences due to age, personal experiences and language ability. The children interacted with these books by making different connections and prompts from adults were also useful in facilitating their storytelling. Finally, the children’s preferences for language use and their unique characteristics in storytelling were also discussed.

Gradual Release of Responsibility Instructional Framework

The gradual release of responsibility model of instruction suggests that cognitive work should shift slowly and intentionally from teacher modeling, to joint responsibility between teachers and students, to independent practice and application by the learner (Pearson & Gallagher, 1983). This model provides a structure for teachers to move from assuming “all the responsibility for performing a task . . . to a situation in which the students assume all of the responsibility” (Duke & Pearson, 2004, p. 211). The model is built on several theories:

Effects of Gradual Release of Responsibility Writing Instruction on Writing Performance and Progress

The study investigates the effects of the Gradual Release of Responsibility (GRR) model of writing instruction on Korean middle school students writing performance and perceptions. The GRR model suggests that the cognitive load should shift slowly and purposefully from the teacher-as-model to joint responsibility and then to independent practice by the learner (Pearson & Gallagher 1983). The one-month experiment examined the effects of two different types of GRR instructional model: the computer-enhanced mode (CEM) and the regular mode (RM). Qualitative analyses of the data revealed that the differences between the pre- and post- writing performances were significant. The results suggest that by gradually assuming more responsibility, participants from both groups gained increased interest and competence in writing.

AN OUTCOME-BASED FRAMEWORK FOR TECHNOLOGY INTEGRATION IN HIGHER EDUCATION STATISTICS CURRICULA FOR NON-MAJORS

In response to the need for reformed, outcome-based higher education statistics curricula in the Philippines, this paper draws from current research on the role of technology in statistics education and presents a framework for technology integration in teaching undergraduate and graduate-level statistics for non-majors. Anchored on the principles of Outcome-Based Education, this framework combines ideas from Pearson and Gallagher’s Gradual Release of Responsibility Model and Taggart’s Reflective Thinking Model to guide the attainment of the goals and intended learning outcomes for teaching statistics with technology as expanded opportunity and support for learning success. The Gradual Release of Responsibility Model describes how responsibility of learning shifts gradually over time from teacher to student ownership and from modeled and guided instruction to collaborative and independent learning. The Reflective Thinking Model guides the course design where focus in teaching with technology moves from technical to contextual, and then to dialectical, in the transition from undergraduate to graduate -level statistics.

The explicit teaching of reading comprehension in science class: A pilot professional development program

This pilot study aimed to address persistent gaps in the research regarding effective professional development models associated with reading comprehension pedagogy in content area classrooms (science). An appropriate instructional model was developed, (Do-Read-Do) which attempts to embed the explicit teaching of reading comprehension strategies within a science investigation. This model was then explored in workshops, discussion groups and in reciprocal in-class coaching situations over the course of a semester in a case study school. Findings highlighted many positive aspects of the professional development program such as the use of the gradual release of responsibility model that included modeling, practical application of the new methodology (both within the workshop and in the actual classroom) and ample opportunities for discussion and reflection. Despite some initial difficulties with the instructional model, it proved to be an effective method of embedding explicit reading comprehension instruction within a science investigation.

The Gradual Increase of Responsibility Model: Coaching for Teacher Change

This study examines the gradual increase of responsibility (GIR) model for teacher coaching (Collet, 2008), an adaptation of Pearson and Gallagher's (1983) Gradual Release of Responsibility model. In GIR, instructional coaches model, make recommendations, ask probing questions, affirm teachers' appropriate decisions, and praise in order to provide decreasing scaffolding, which moves teachers toward interdependence and collaboration.

Effects of gradual release of responsibility model on language learning

This study examines how the Gradual Release of Responsibility Model advanced elementary students’ performance in brief summary writing and their perception of the four stages of the model. Eighty six-graders of learning English as their mother tongue participated in this study. During the learning process, they went through four different phases: modeled instruction, guided instruction, peer cooperation and independent learning. A mark was not assigned to any of the students’ work until the very last stage of the model. In order to induce class participation they were encouraged to be creative, informative and to have fun in doing so. At the end of the semester, a questionnaire was given to learn the students’ opinions on the model. Based on their brief summary writing performance and the questionnaire, the data was analyzed to see if this model was conducive. The results of the study revealed that students progressed a lot in terms of summary writing and held positive attitude toward such kind of instruction. They reported that this model was effective and beneficial to their learning. They thought the teacher should spend at least 2 times on the first three stages of this model before moving on to the independent stage. It is interesting to note that more students preferred to practice with peers for a longer period of time than with the teacher. This implies that students find it more beneficial to work with peers and have more control of their work by themselves rather than merely contributing to the teacher's work on the board.

Implementing a Schoolwide Literacy Framework: Improving Achievement in an Urban Elementary School

Teachers at an urban elementary school developed and implemented a literacy instructional framework based on a gradual release of responsibility model. The framework included focus lessons guided instruction collaborative learning independent learning Over six years, literacy and math achievement at this school increased dramatically. The teachers at the school attribute the changes to the focused professional development they received that was based on a literacy framework they created.

NEKNJIŽEVNI TEKSTOVI U POUČAVANJU STRATEGIJE SAŽIMANJA

Uključivanje neknjiževnih tekstova u nastavu hrvatskog jezika, jedinoga nastavnog predmeta odgovornog za sustavno poučavanje čitanju, doprinosi ostvarivanju njegova cilja – ovladavanju sadržajima svih nastavnih predmeta. Tri su temeljne odrednice ovog rada: razumijevanje pri čitanju, strategije učenja i čitanja, te neknjiževni tekstovi. U vezi s čitanjem neknjiževnih tekstova ističe se povezanost s razumijevanjem pri čitanju te poučavanjem i upotrebom strategija čitanja i učenja. Strategije čitanja valja poučavati u svim nastavnim područjima hrvatskog jezika na predlošcima književnih i neknjiževnih tekstova, a ovaj je rad pažnju usmjerio neknjiževnim tekstovima, koji još uvijek nisu u odgovarajućoj mjeri pronašli svoje mjesto u svekolikoj nastavnoj praksi. Metodičkim se modelom nastavnog sata prikazuje mogućnost uključivanja neknjiževnog teksta kao nastavnog sadržaja i nastavnog izvora u drugi odgojno-obrazovni ciklus metodom postupnog prenošenja odgovornosti i smjernice učiteljima u odabiru didaktički nepriređenih neknjiževnih tekstova, s ciljem poučavanja i uvježbavanja jedne od ključnih strategija učenja i čitanja – strategije sažimanja.