The Gradual Release of Responsibility (GRR) is a pedagogical framework that aims to foster students’ autonomy and self-regulation in learning. The GRR model consists of four phases: focused instruction, guided instruction, collaborative learning, and independent learning. In each phase, the teacher gradually shifts the responsibility of learning from themselves to the students, while providing appropriate scaffolding and feedback. The GRR model is based on the social constructivist theory of learning, which emphasizes the role of social interaction and collaboration in knowledge construction (Vygotsky, 1978).
Focused instruction is the first phase of the GRR model, in which the teacher introduces the learning objective, activates prior knowledge, and provides explicit instruction and modeling of the skill or strategy. The teacher also explains the purpose and relevance of the skill or strategy, and how it can be applied in different contexts. The teacher’s role is to direct and inform the students, while the students’ role is to listen and observe.
Guided instruction is the second phase of the GRR model, in which the teacher facilitates students’ practice and application of the skill or strategy in a structured setting. The teacher provides prompts, cues, questions, and feedback to guide students’ thinking and problem-solving. The teacher also monitors students’ progress and adjusts instruction accordingly. The teacher’s role is to guide and support the students, while the students’ role is to explore and practice.
Collaborative learning is the third phase of the GRR model, in which the teacher organizes students into small groups or pairs to work on a task that requires the use of the skill or strategy. The teacher encourages students to share their ideas, strategies, and solutions with each other, and to provide peer feedback. The teacher also circulates among the groups or pairs to observe and intervene as needed. The teacher’s role is to coach and facilitate the students, while the students’ role is to interact and cooperate.
Independent learning is the fourth and final phase of the GRR model, in which the teacher assigns students an individual task that requires them to apply the skill or strategy independently. The teacher provides minimal guidance and support, and allows students to self-monitor and self-evaluate their work. The teacher also assesses students’ mastery of the skill or strategy, and provides feedback and reinforcement. The teacher’s role is to evaluate and extend the students, while the students’ role is to perform and reflect.
The GRR model is an effective way to enhance students’ motivation, engagement, comprehension, and metacognition in learning. It also helps teachers differentiate instruction according to students’ needs and readiness levels. Research has shown that implementing the GRR model can improve students’ academic achievement and self-efficacy across various disciplines and grade levels (Fisher & Frey, 2013; Pearson & Gallagher, 1983).
References:
Fisher, D., & Frey, N. (2013). Better learning through structured teaching: A framework for the gradual release of responsibility (2nd ed.). Alexandria, VA: ASCD.
Pearson, P. D., & Gallagher, M. C. (1983). The instruction of reading comprehension. help write my dissertation in Contemporary Educational Psychology, 8(3), 317-344.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Ace my homework – Write my essay – Harvard University Press.
