Gradual Release of Responsibility
Pearson & Gallagher’s Gradual Release of Responsibility Model scaffolds student learning so that initially there is significant support provided by the teacher through modelling, and then teaching and learning progresses to ultimately empower the student to work independently to achieve their learning goals (Duke & Pearson, 2002).
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The
model comprises of four stages of instruction:
Stage 1 |
Using direct instruction, students are taught the comprehension strategy and how to use it (Duke & Pearson, 2002). At this stage, the teacher carries the entire responsibility of conducting the task (Duke & Pearson, 2002). This particularly benefits struggling readers who require “meaningful teacher-student interactions” and careful scaffolding of their learning (Rupley, Blair & Nichols, 2009, p.122).
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Stage 2
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Both the student and teacher collaborate to use the strategy, promoting an equal share of responsibility between both parties in using the comprehension strategy (Duke & Pearson, 2002).
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Stage 3
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Students are given opportunities to practice using the strategy under the teacher’s guidance, effectively signaling their transition towards independence (Duke & Pearson, 2002).
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Stage 4
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Finally, the student is encouraged to utilise the strategy independently, which indicates that they have assumed all responsibility of using the strategy (Duke & Pearson, 2002).
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Gradual Release of Responsibility diagram courtesy of Los Alamitos High School, 2013