WBRA: Content Literacy: Four Factors in Building an Effective Instructional Framework
This Web seminar recording includes all audio, video, chat discussion, and actions from the Live presentation.
Access to the recording is available in your Digital Locker after purchase.
- Focus lessons–designed to establish purpose and model skills
- Guided instruction–designed to differentiate instruction for groups of students based on need
- Collaborative learning–designed to allow students to interact with one another as they apply what they have learned in unique learning situations
- Independent practice–designed to ensure that students use what they have learned on their own
The gradual release of responsibility stipulates that the teacher moves from assuming “all the responsibility for performing a task … to a situation in which the students assume all of the responsibility” (Duke & Pearson, 2004, p. 211). This gradual release may occur over a day, a week, a month, or a year.
Michael Graves and Bonnie Graves also note that “effective instruction often follows a progression in which teachers gradually do less of the work and students do more. It is through this process of gradually assuming more responsibility for their learning that students become competent, independent learners.”
In a gradual release of responsibility instructional framework, the teacher first models the desired learning. Over time, students assume more responsibility for the task as they move from participants in the modeled lesson, to apprentices in shared instruction, to collaborators with their peers, to independent performers.
In this session you will learn:
- To introduce a structured teaching model based on the Gradual Release of Responsibility
- To view classroom video footage, and discuss with peers, the instructional moves that develop student competence
- Determine what to look for, based on the Gradual Release of Responsibility, in classroom observations
Note: Due to the online nature of this product, purchases are nonrefundable.