What is the Gradual Release of Responsibility Model?

The Gradual Release of Responsibility Model, or GRR for short, was developed by Pearson and Gallagher in 1983. This model of teaching provides a structured framework for releasing the responsibility for learning from the teacher to the student. This gradual release may occur over a day, a week, or a semester. Stated another way, the gradual release of responsibility “emphasizes instruction that mentors students into becoming capable thinkers and learners when handling the tasks with which they have not yet developed expertise” (Buehl, 2005).

The gradual release of responsibility model of instruction has been an incredible model for many different subjects. For instance, it has been documented as an effective approach for improving writing achievement, reading comprehension, and literacy outcomes for English language learners.

3 Main Phases of Gradual Release Model -  I Do, We Do, You Do

The GRR model consists of three main components: 

1.  I Do - Focused Instruction

In this phase, the teacher takes the lead, modeling the desired skill or knowledge through explicit instruction, demonstrations, and guided practice. This includes providing clear explanations, breaking down complex tasks into smaller steps, and showcasing effective strategies.

2. We Do - Guided Practice

Here, the responsibility shifts to a shared effort. Students actively participate in the learning process, practicing the skill with the teacher's support and guidance. This phase involves collaborative activities, peer learning, and scaffolding strategies that allow students to gradually internalize concepts.

3. You Do - Independent Practice

In this final phase, students take full responsibility for their learning. They independently apply the acquired skills and knowledge to new situations, demonstrate mastery, and receive feedback for further improvement. This phase encourages self-regulation, critical thinking, and independent problem-solving.

Image source: Fisher, D., & Frey, N. (2008). The Gradual Release of Responsibility Model. Educational Leadership, 65(8), 32-37.

What are the Benefits of the Gradual Release Model?

The Gradual Release Model’s benefits stem from its vertical alignment in the curriculum, which accommodates a wide range of developmental levels and is designed to increase the intellectual, personal, physical, social, and career development of all students. Vertical alignment ensures that content standards and reading skills or strategies are introduced, reinforced, and assessed. 

With a curriculum that has strong vertical alignment, there is less repetition of content, and the curriculum is more rigorous and challenging.

The GRR model offers a multitude of benefits for both teachers and students. For teachers, GRR provides a clear roadmap for structuring lessons and differentiating instruction to meet students’ diverse needs. This ensures that the instructional time is maximized and supports individual student progress, ensuring students are challenged appropriately and not overwhelmed.

For students, the transfer and transition of responsibility empowers them to become active participants in their learning journey, fostering motivation and self-confidence. Since students continuously engage with the learning material through various learning activities, they develop a deeper understanding of the concepts, think critically, analyze information, and apply their newly acquired knowledge to new situations.

What are the 4 Steps in the Gradual Release Model?

The Gradual Release Model operates in four distinct phases:

1. Focused Instruction

The teacher introduces a concept, demonstrating and explaining it. This step sets the stage for reading by defining clear objectives and guiding students on what to learn and focus on. This is crucial as it establishes the groundwork for students' understanding and applying the concept.

2. Guided Instruction

The teacher continues to lead but encourages student participation and feedback. During guided instruction, teachers prompt, question, facilitate, or lead students through tasks that increase understanding of a particular text.

3. Collaborative Learning

Students work together, applying concepts with teacher support as needed. Students consolidate their understanding of the content and explore opportunities to problem-solve, discuss, negotiate, and think with their peers.

4. Independent Learning

Students work individually, applying the concept confidently and independently. This component addresses the most important goal of good instruction— to provide students with practice in applying skills and information in new ways. As students transfer their learning to subsequent tasks, they synthesize information, transform ideas, and solidify their understanding. They become active readers and capable learners.

It is essential to understand that the gradual release of responsibility model is not linear. Students move back and forth among each component as they master skills, strategies, and learning standards.

Gameplan’s Content Creation: Gradual Release Model

When it comes to our course library, we ensure our teachers have everything they need to deliver high-engagement, meaningful lessons on the spot. With hundreds of ready-to-go, fully customizable lessons available at your fingertips, you never need to worry about having enough time to lesson plan or student engagement; we’ve got you covered! 

As you may have understood by now, one of the most effective teaching methods is the gradual release model. This approach, which moves from teacher-centered to student-centered learning, ensures that learners are provided with the right amount of support, guidance, and autonomy throughout their learning journey. 

Meaningful activities, class discussions, video reviews, and, of course, plenty of playtime ensure students remain immersed in the learning experience from start to finish. 

Let’s explore the gradual release lesson plan and how we utilize this method to teach all things gaming:

1. Hook

Our lessons begin with an engaging activity to pique student interest and get them excited for the lesson to come. Whether an introductory video, interactive poll, or an intriguing question about game mechanics. The aim is to stir curiosity and generate interest.

2. Introducing Concepts

In this section, we lay foundational knowledge for students and break down the core concepts of the lesson. Whether you are a complete beginner to the world of gaming or a seasoned professional, this section supports teachers of every level. 

3. Practice

Once students have a theoretical understanding, they need the chance to practice. This often translates to hands-on gameplay, role-play activities, collaboration, active analysis, and more. The goal is to offer learners the chance to practice with support and eventually showcase their understanding without any hand-holding. 

4. Assessment & Reflection

The assessment process is a dynamic blend of evaluating students' grasp of lesson concepts and encouraging self-reflection on their learning trajectories. Through activities such as reviews, group discussions, quizzes, and personal introspections, we ensure students master the subject matter and develop metacognitive skills by processing their learning journey.

Teaching through the gradual release model ensures students understand theories and gain the confidence to apply them practically. This structured approach allows for engagement, deep understanding, hands-on practice, and constructive feedback – all essential components for reaching mastery.

Conclusion: Utilizing the IWY Method, I do, We do, You do 

The Gradual Release of Responsibility model is a powerful instructional framework widely used in education. The I do, We do, You do - IWY method strategically transfers the cognitive load from teacher-led instruction to independent student engagement, fostering a deeper understanding and mastery of skills. 

This is just the beginning of a promising journey. As esports education continues to evolve, the possibilities are endless. Let's embrace the power of play and unlock the incredible potential of our learners. Let us help you in a short call. Schedule today!

Resources for Further Learning:

1. Pearson, P. D., & Gallagher, M. C. (1983). The Instruction of Reading Comprehension. Contemporary Educational Psychology, 8(3), 317-344.

2. Fisher, D., & Frey, N. (2008). The Gradual Release of Responsibility Model. Educational Leadership, 65(8), 32-37.

3. Vygotsky, L. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.

4. Fisher, D., Frey, N., & Hattie, J. (2016). Visible Learning for Literacy, Grades K-12: Implementing the Practices That Work Best to Accelerate Student Learning. Corwin Literacy.

5. Buehl, D. (2005). Scaffolding. Reading Room. Retrieved November 11, 2006, from http://www.weac.org/news_and_publications/education_news/2005-2006/readingroomoct06.aspx