Gradual Release of Responsibility
I propose a teaching model that Mel and I have found effective in our teaching: The Gradual Release of Responsibility. The “Gradual Release of Responsibility” from the teacher to the student is a strategy that results in more student directed learning (Rennie, 2014, p. 12). The model demonstrates an effective and practical way to teach comprehension strategies to a whole class. Whilst the model aims at addressing the whole class, it does provide time for individual goal setting. Below is a step-by-step breakdown of the model and how it can be used to promote reading comprehension.
Demonstration (By Teacher):
The teacher shows class how to use a specific comprehension strategy. By modelling, explaining, and/or thinking aloud in a visible, explicit and clear manner. Modelled reading allows readers to engage with powerful literature that provides children with vocabulary and meanings that promote reading development (Hill, 2006). The modelled reading is authentic, has meaning and is useful to the students.
Collaborative Practice (Teacher and Student):
Students join in practicing/discussing the strategies being modelled. This can be with a partner, in a small group or as a whole class. Thinking is shared and the teacher gives feedback by guiding, suggesting, questioning and supporting the input of the students. The teacher focuses children’s attention on the text style, structure and particular comprehension strategies being modelled.
Guided Practice (students with support from teacher):
Students apply what was previously demonstrated and practised with the support of the teacher and a group of 4 to 6 students who have an individual copy of the text. When guided reading is happening the teacher is close by to validate, support, teach, provide scaffold, encourage, help and give feedback. When conducting a guided reading session it is important that the students are reading an appropriate book. The texts selected must be appropriate to the students reading abilities.
Independent Practice (Student):
This level focuses on building fluency, motivation and understanding for reading. Students are able to read with minimal assistance, understand the text and use strategies that will help with their reading. Learners use what they have already learnt and practised to read successfully on their own. Teacher intervention is made when conducting a reading conference that provides feedback to build the readers strengths. During the conference the teacher will critically observe a student read, then based on the students reading an individual goal such as focusing on a particular strategy eg. visualising is set for the student to work on (Boushey and Moser, 2009). By setting individual goals the students are given a focus. When students have the strategies, confidence and knowledge to continue learning on their own, learning accelerates.
Demonstration (By Teacher):
The teacher shows class how to use a specific comprehension strategy. By modelling, explaining, and/or thinking aloud in a visible, explicit and clear manner. Modelled reading allows readers to engage with powerful literature that provides children with vocabulary and meanings that promote reading development (Hill, 2006). The modelled reading is authentic, has meaning and is useful to the students.
Collaborative Practice (Teacher and Student):
Students join in practicing/discussing the strategies being modelled. This can be with a partner, in a small group or as a whole class. Thinking is shared and the teacher gives feedback by guiding, suggesting, questioning and supporting the input of the students. The teacher focuses children’s attention on the text style, structure and particular comprehension strategies being modelled.
Guided Practice (students with support from teacher):
Students apply what was previously demonstrated and practised with the support of the teacher and a group of 4 to 6 students who have an individual copy of the text. When guided reading is happening the teacher is close by to validate, support, teach, provide scaffold, encourage, help and give feedback. When conducting a guided reading session it is important that the students are reading an appropriate book. The texts selected must be appropriate to the students reading abilities.
Independent Practice (Student):
This level focuses on building fluency, motivation and understanding for reading. Students are able to read with minimal assistance, understand the text and use strategies that will help with their reading. Learners use what they have already learnt and practised to read successfully on their own. Teacher intervention is made when conducting a reading conference that provides feedback to build the readers strengths. During the conference the teacher will critically observe a student read, then based on the students reading an individual goal such as focusing on a particular strategy eg. visualising is set for the student to work on (Boushey and Moser, 2009). By setting individual goals the students are given a focus. When students have the strategies, confidence and knowledge to continue learning on their own, learning accelerates.