The Gradual Release of

Responsibly Framework

Bryan RogersNEA-Great Public Schools Network

CCSS 9-10th Grade Social Science

Common Core State Standards

College and Career ReadinessCollege and Career ReadinessFocus on increased student literacy in all Focus on increased student literacy in all academic disciplines.academic disciplines.The challenge of the CCSS implementation is not about getting students to do new things, with new products, but is about improving the style of lessons and instruction to provide students with the experience needed to reach the high standards of the CCSS.

The Gradual Release of Responsibly Framework

A Four-Part model of instructionA Four-Part model of instructionIt is a framework, not a curriculumIt is a framework, not a curriculumApplicable across multiple grade levels and Applicable across multiple grade levels and disciplines.disciplines.Compatible with other strategies and modes Compatible with other strategies and modes of teaching, such as Close Reading, of teaching, such as Close Reading, Understanding by Design, EDI, RTI, etc.Understanding by Design, EDI, RTI, etc.

Theoretical FoundationsVygotsky, Piaget, and Bandura

Zone of Proximal DevelopmentMentoring with communication and interaction to complete a group task

“What the child can do in cooperation today, he can do alone tomorrow“ (Vygotsky as cited by Levykh, 2008, p. 93).

Focused Instruction

“I Do.”Modeling thinking of processStrategic questions to scaffold instructionLeads to Guided instruction NOT independent learning

Guided Instruction

“We Do.”Teacher plays an active role in instruction via small group alignmentsUse of prompts and “scaffold based” cues in student/dialogueAides student thought process to “self-correct” errors

Collaborative Learning

“You do it together.”Collaborative tasks using critical concepts modeled in Guided Instruction.Group work with individual accountabilityTask completion requires student interaction

Independent Learning

“You do it alone.”Students use Modeled, guided, and collaborative learning experience complete independent tasks showing mastery of concepts.Extension to new applications and new knowledgeBuilds on the foundations.

ReferencesFisher, D., & Frey, N. (2009). The release of learning. Principal Leadership, 9(6), 18-22. Fisher, D., & Frey, N. (2014). Better learning through structured teaching: A framework for the gradual release of responsibility (2nd ed.). Alexandria, VA: ASCD. Levykh, M. G. (2008). The affective establishment and maintenance of Vygotsky's zone of proximal development. Educational Theory, 58(1), 83-101.