Gradual Release Of Responsibility – Why This Is Still Used In Classrooms?
What is gradual release of responsibility and why are classrooms still using this method to teach students in the modern day?
These days, there are more styles being introduced to both the traditional classroom as well as the homeschooling environment in an effort to find the best ways that children learn. It’s an ever-changing process, one that’s seen numerous pivots, starts, stops, and changes over the last many years. But one thing we are learning, somewhat consistently, is that students and children need to continue finding more and more autonomy in their learning, getting guided practice or help but eventually working to master ideas and skills on their own. That’s where the gradual release of responsibility comes in. It’s a model of education that’s been around for some time and something educators often feel comfortable working within a classroom setting. But is it the best method of instruction?
Let’s take a look at gradual release of responsibility and what it means for learners, and instructors, how it’s set up, and what some of the benefits of this approach can be when it comes to students.
What Is Gradual Release Of Responsibility?
Gradual release of responsibility is the educational model and theory that guides learners on a path to more independent learning with a specific timeline of how an instructor can guide them there. It is a torch passing from the teacher to the student, helping the latter transition to more and more responsibility around a topic or subject in general. The goal is to create a confident and aware learner who relies more on self-direction and choice as time goes on rather than having the teacher constantly needing to guide and support the learning process.
In the gradual release of responsibility model, the idea becomes that students will begin to orchestrate their own learning around a subject or subjects, becoming the eventual driver of the academic process. This doesn’t happen all at once of course. It’s a gradual (hence the word) onboarding and it might not always be linear either. There can be more gains made in certain subject areas than others, but the goal of gradual release of responsibility is teaching a learner how to learn rather than what to learn. It’s an important distinction and one that drives more autonomy and freedom for a child or student as time goes on.
Four Steps In Gradual Release Of Responsibility?
Thankfully, the gradual release of responsibility method is broken into four steps that move students toward more freedom and independence in their respective learning. Following this timeline and trajectory won’t be for everyone, and there might be some starts and stops depending on the subject, the learner, and the instruction, but these four straps in the gradual release of responsibility do set the stage for how this practice is set up.
Focus Lesson – “I Do It”
This one is just how it sounds. The gradual release of responsibility starts with actual instruction about a subject or a topic. It’s during this time that a teacher or instructor guides students through a lesson and dictates much of what’s happening in the learning environment. This will mirror much of what folks have come to know in a traditional schooling environment. This direct instruction is considered crucial, in this model, at the beginning to model for learners how one should approach new topics and what to do when beginning to learn about a new subject.
In this part of the gradual release of responsibility, the teacher must outline the clear goals of the lesson and the objectives students are looking to meet. It’s completely teacher-centered in this aspect and again, should look similar to how brick-and-mortar schools have historically dealt with instruction. But remember, this is only the first aspect of this style and gradually the instruction will move away from this practice.
Guided Instruction – “We Do It”
This second phase is when the teacher leads the class or the learners through guided instruction. This can be part of a discussion and can last 10 to 20 minutes depending on the lesson. In this part of the gradual release of responsibility, the teacher becomes less of a lecturer and more part of the group, helping to guide the class as part of it rather than the be-all-end-all. This will also mirror some of what we’ve seen in the traditional classroom, and many schools have followed this structure already, sometimes as part of a single lesson and other times as an overall unit of instruction.
Collaborative – “You Do It Together”
This will represent a longer time frame than the first two parts in the gradual release of responsibility model. Possibly running from 30-45 minutes, the section of the instruction will often see teachers move students into groups to begin working together on a task or collecting materials for the next stage. They will solve problems together without much teacher or instructor input. It’s a chance for the teacher to monitor groups, work to differentiate the instruction for other learners, and take stock of how the lesson is going. This section can be done in all manners of groupings including pairs or even at different stations where groups change throughout.
Independent – “You Do It Alone”
This is the part of the gradual release of responsibility that sees students working on their own to demonstrate understanding. It is imperative for teachers to offer a variety of choices for students to show this understanding, not having it come in only one form (a test, etc). Because students learn and demonstrate learning in different ways, the independent section of this method should look different across a whole classroom. It is on the teacher to determine the different ways it can be shown.
Strengths In The Gradual Release Of Responsibility Model?
There are a number of different reasons that the gradual release of responsibility method is still used, in some shape or form, within public schools today. Relatively speaking, it is easier for teachers to manage a class in large groups when there is a set outline of how students will move through a topic. With enough planning, an instructor can be “sure” that students’ needs will be met, the groups will be actively engaged, and that learning will be shown through a variety of different outcomes. Again, this is still a very traditional approach to the education model, one that will likely resonate with many folks who’ve come up in this style of learning.
Gradual release of responsibility has an organizational flow that allows for planning within specific timeframes for larger groups of students.
Disadvantages?
This style is more geared toward students who are going to take a traditional path through the education system. Because lessons are determined by the teacher, freedom of choice isn’t often there at the outset with the gradual release of responsibility model. Also, if the lessons aren’t planned correctly or accordingly, students can lose focus or really never reach the level of independence that is the ultimate goal. It is on the teacher to ensure the lesson is able to carry students all the way through the process. While autonomy is the ultimate goal, because it isn’t autonomous to start, there can still be an overreliance on the teacher.
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In all, the gradual release of responsibility will be something many teachers and students recognize as a core strategy in education. But while it might be comfortable to taka this approach, it’s not necessarily the best for all students.
