No Series: Gradual Release of Responsibility

Gradual Release of Responsibility

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


Enjoy your first video for free. Subscribe for unlimited access.

Have questions about subscribing? Click Here to learn more.

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?


  • Private message to Danyale Davis

 1. Mrs. Baines transfers the responsibiltiy of teaching and learning from herself to the students. This allows the students to gain a better understanding of the concept they are learning through peer-to-peer learning. Students also develop better public speaking skills and skills that will help them when they begin their college career.

2. When students know what is expected of them prior to beginning their lesson they are more likely to focus and this makes it easier to complete an assignment. This also helps to develp a greater understanding of the concept being taught.

3. Mrs. Baines guides her students through their assignments and also asks them questions to prompt their thinking. She also uses scafolding to help the students gain more knowledge of the concept they are currently working on. She allows then to duscuss and problem solve as a tool for learning.

Recommended (0)
  • Private message to Jade-Renee Vizena

1. Ms. Baines allowing her students to teach drives them to a deeper understanding because they're not only learning it for knowledge but also learning it to explain to others. 

2. As a teacher Ms. Baines model the attitude that she wants from her students, they take this to better understand the learning material. If they are able to make their classmates understand it then they understand it themselves. 

3. Ms. Baines ask questions and is engaged when the students responds, she gives them feedback for them to build on. Giving feedback can be encouraging to these students to build confidence. 

Recommended (0)
  • Private message to Alyssia Kraemer
  1. When Ms. Baines has her students act as teachers, they gain understanding of what may be more important, how to present and teach the class about a subject, and taking responsibility for learning subject matter and critically thinking about it. 

  2. By knowing what the expectations are of a presentation and what other students need to learn, the presenters themselves learn to digest the information for themselves, critically think about what it takes to present said information and regurgitate the information clearly and concisely so that others can comprehend and learn from them.

  3. Ms. Baines holds herself to a very high standard and strives to teach the kids how to effectively teach and present. After doing that over time, she then turns the mic to the students to critically think about how she presents her information. She gives them questions to help them digest the information, goes around the room to ensure the kids are getting what information they need prepared (more or less having them do mini-presentations to her and give feedback), and truly sets them up for success, allowing them to go up as a group to present to their peers. 

Recommended (0)
  • Private message to Carolyn Havard

Students will gain confidence with themselves and be able to learn and experience to talk in front of people.

The stuents cantake what they've learn and teach others. Students can learn from other student through their perceptive. 

I've learn that she guides students on their presentations and school work through hand holding. 

Recommended (0)
  • Private message to LaTonya Calvey

1. Having students teach the lesson improved their understanding; in addition peer to peer learning is effective. 

2. Knowing what's expected at the end, the students were responsible for learning and explaining concepts, and as Ms. Baines stated, getting them to understand who Shakesphere was and the purpose of learning Romeo and Juliet. 

3. I love the way she engaged in conversations with the students. She asked questions and listen to their responses. Students also learn when they her themselves speak; sparks confidence. 

Recommended (0)


  • 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.

School Details

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

Data Provided By:



Monica N Baines


TCH Special
59 MIN

Webinar / Assessment / Engagement

TCH Special
48 MIN

Webinar / Framework / Professional Learning

TCH Special
57 MIN

Webinar / Differentiation / Back to School