No Series: Gradual Release of Responsibility

Gradual Release of Responsibility

Lesson Objective: Build and demonstrate understanding
All Grades / All Subjects / Scaffolding

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Discussion and Supporting Materials

Thought starters

  1. What happens when Ms. Baines has her students act as teachers?
  2. How could backwards planning inform the gradual release of responsibility?
  3. What can you learn from Ms. Baines about scaffolding?

112 Comments

  • Private message to Adriana Casarez

THOUGHT STARTERS:

  1. What happens when Ms. Baines has her students act as teachers?                                                                                                                                                                                                                                                                           They are given the opportunity to show ownership of the roles they will be playing; they need to apply and show leadership and review the material they are supposed to act out and perform in front of the class by applying leadership skills and knowledge to be successful.

2.  How could backwards planning inform the gradual release of responsibility?

With the end goal in mind, the students know that they are responsible for reaching the end goal and how they reach that end goal comes with taking the necessary and small steps to get there.  When a teacher knows what his/her end goal/s are, they can utilize/prepare the information that will be used in their lesson plans which in turn will produce an effective lesson for the class.  Once the students know what the end goal will be, it is their responsiblity to apply and Objective, work towards the goals to reach an end result.  Goals help students understand what the teacher's expectations are of them and the relevancy of their work.

3.  What can you learn from Ms. Baines about scaffolding?

Patience.  Hand holding but only to a certain extent and then you let go.  Allowing the students to begin understanding what they have learned once the hand holding has ended and have them apply what they have learned to begin utilizing it on their own.  Cognitive thinking and being an effective model to your students will show them that you are applying effective teaching techniques from which they can take away from and model themselves when they work through their assignments.  I have seen teachers in the classroom who provide good modeing techniques in their classes, show support to a certain degree (hand holding), release the hand holding, and allow the students to begin showing responsibility for their own learning and end results.  

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  • Private message to AUDREY Batiste

1. When the students acted as the teacher they took responsibility of their ownership and resumed the role as a leader.

2. Backward planning can inform the gradual release of responsibility by allowing students to make on-the-spot corrections while grasping concepts along the way.   

3. The lesson here is that scaffolding is very effective when used in the right content. 

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  • Private message to Rachel Parrish
  1. What happens when Ms. Baines has her students act as teachers? - The student's are given opportunities to demonstrate their knowledge and improve leadership qualities. 
  2. How could backwards planning inform the gradual release of responsibility? - It allows the teacher to observe her student's grasp of the concepts they are meant to learn and make any adjustments if she see's gaps in their understanding.  
  3. What can you learn from Ms. Baines about scaffolding? - One thing I learned is that scaffolding can be an effective tool for teachers to check that their student's grasp of the material and assess if they should move on. 
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  • Private message to Danny Hollier

 

  1. What happens when Ms. Baines has her students act as teachers?

The shift in roles forces the students to take ownership of the material and be responsible for the instruction of other students. It is a test and a learning experience at the same time. They must now dive into the material with more seriousness than if they remained passive learners the entire time. The exercise requires an investment from the students.

  1. How could backwards planning inform the gradual release of responsibility?

  2. What can you learn from Ms. Baines about scaffolding?

As she directs students to take charge of their own learning, she uncovers gaps in their understanding. She can then guide them back to the material they understand, reteach certain lessons, and build on those to progress to other material. Placing students in the role of teacher forces them to confront what they don’t understand because they are responsible for the education of others.

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  • Private message to Cecilia Hernandez

What happens when Ms. Baines has her students act as teachers?
She is giving the responsibility of teaching to the students, and this will allow them to better know the subject, but also gives them a sense of ownership

How could backwards planning inform the gradual release of responsibility?
She knew she wanted them to teach the rest of the class on specific sections of the book, and worked backwards to let them know what she was expecting and working towards in the beginning of the class or section.

What can you learn from Ms. Baines about scaffolding?
She made sure and asked questions on whether or not the students were understanding the lesson.

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Transcripts

  • Gradual Release of Responsibility Transcript

    +++ 00:00:07 +++
    Card: Strategies: Gradual Release of Responsibility.
    Monica Baines: I need

    Gradual Release of Responsibility Transcript

    +++ 00:00:07 +++
    Card: Strategies: Gradual Release of Responsibility.
    Monica Baines: I need the most responsible person at your table to take out one sheet of paper. The most responsible person at your table.
    Monica Baines: The gradual release of responsibility. We've studied Shakespeare now for almost six week and so it takes some time.

    Lower Third: Monica Baines
    9th Grade English
    Alief Early College High School, Houston, Texas
    Monica Baines: You have got to be able to prove your stance. You've got to be able to prove yourself.
    Monica Baines: I did a lot of hand holding, a lot of modeling, a lot of "Let's slow down."

    +++ 00:00:35 +++
    Monica Baines: Y'all have a lot, a lot of substance here. Slow down, slow down.
    Monica Baines: Let's question, let's classroom talk, let's walk our way through this.
    Monica Baines: So you've proven your fear. What about your pain?
    Student: He is later on in the party, whenever they meet.
    Student: And they figure out that they're both from different families.
    Student: Yeah, they have a connection, but then they found out that they're from different families and they're not sure of this, because both families--

    +++ 00:01:02 +++
    Student: At least, they can do it secretly, but not--
    Student: But that's the bad part. They have to keep it secret.
    Monica Baines: Okay.
    Monica Baines: To ensure that we understand who Shakespeare is, what Shakespeare has done, what we're about to get into with this whole "Romeo and Juliet" thing.
    Monica Baines: Act 3. My Act 3 presenters, you guys ready?
    Monica Baines: Gradually, I start putting the responsibility of the learning on them.
    Monica Baines: The purpose of this group, they are going to talk to you some more about how tragedy does in fact exist through their understanding and comprehension of Act 3.

    +++ 00:01:31 +++
    Monica Baines: Now I want you to show me about tragedy. I want you now to show me, to stand up and to give me a full 25 minute presentation.
    Student: This is how the plot progresses.
    Student: In the first scene, we see that Mercutio was killed by Tybalt and out of vengeance, Romeo kills Tybalt.
    Monica Baines: It's a college writing skill. They've got to be able to take ownership of their own learning. They've got to be able to take a complex and a rigorous piece of something academic and filter their way through it. So what better way than to start them at Alief Early College, learning that?
    Student: Thank you.
    Students:

School Details

Alief Early College High School
2811 Hayes Road
Houston TX 77082
Population: 432

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