Gradual Release of Responsibility Transcript
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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."
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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--
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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.
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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:
166 Comments
Emelida Carrias Oct 24, 2023 11:28pm
1. The students become responsible and become incharge of how to do the presentation.
2.Backward planning helps the students to understand and to share their findings with the class.
3. I could see that they were put into groups, the teacher guided them so that they are confident that they have the capacity to do anything once they follow the proper procedures and guidelines.
Jamon Kelson Aug 14, 2023 9:10pm
1.) When Ms. Haines has her students act as teachers, it makes her students take the initiative to be responsible for their education. Doing so had her students engaged because it is a group of their peers presenting, so they are giving respect to their classmates.
2.) Backward planning could release gradual responsibility by having your scholars take accountability for learning the information to present their findings and test their abstract thinking. Backward planning could help the scholar learn and understand any gray area they may process on the topic.
Gregory Broussard Jul 31, 2023 12:35pm
1. The students became responsible for their own ideas related to the lessons. By grouping the students, each student provided their thoughts in developing an accurate presentation. In the video, the teacher spoke of preparing them for college. The knowledge that they would have to give a presentation adds to how they receive and process the information and in trying to teach it to others the students have to master the material. I think it empowers the students.
2. Backwards planning provided classroom focus. The class learned the larger concept first, each student having his/her own thoughts about the lesson. In my opinion, it helps the students interact and share on the larger concept. Once the larger concept is understood, which the teacher controls, she breaks the lesson into smaller teaching moments that the students can discuss without losing track of the larger concept. The conversations the students share focus on the larger concept, but it allows individual thoughts. This allows the students to develop their own presentations.
3. In my opinion, I liked that she covered the larger concept extensively making sure the students understood the larger concept. Then she allowed them to work in groups. She went from group to group to see what the group knew and understood, addressed it, and encouraged the group to build from a specific point or focus. She guided them without taking control of their collective learning and presentation. It is interesting that she controlled the learning without controlling the students.
Crystal Kelley Jul 29, 2023 9:48am
Avinus Calloway Jul 22, 2023 11:05am
1. When Ms. Baines allows her students to act as the teacher it creates a partnership between the students and her by allowing them to gradually take responsibility of learning and to realize that they do have a role in their learning.
2. Backward planning is helpful in the release of responsibility because it starts the learner from what they may or not know about the lesson and progresses to fully understanding of the concept.
3. Ms. Baines uses a variety of schaffolding techniques; guestioning, class room talk to help her students arrive at the full understanding of the concept being presented.