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The Gradual Release Instructional Model: Enhancing Student Learning Through Effective Strategies

This presentation by Stephanie Milligan and Teri Trail explores the Gradual Release of Responsibility model in education. Drawing on theories from Piaget, Vygotsky, Bandura, and others, the session emphasizes that learning is not linear. Through the "I do, We do, You do" framework, educators can effectively teach various skills, adapting to student needs. Participants will reflect on their instructional practices and learn how this model can significantly support students, especially those who struggle, empowering them to progress towards independent learning.

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The Gradual Release Instructional Model: Enhancing Student Learning Through Effective Strategies

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Presentation Transcript

  1. I do! We do! You do!The Gradual Release Instructional ModelPresented by:Stephanie MilliganElementary Language Arts Resource TeacherTeri Trail Cradlerock School, Reading Support Teacher

  2. Sharing Your Stories!

  3. We Do!

  4. Reviewing the Research • The gradual release of responsibility model is the intersection of several theories, including: • Piaget’s (1952) work on cognitive structures and schema. • Vygotsky (1962, 1978) work on zones of proximal development. • Bandura’s (1965) work on attention, retention, reproduction, and motivation. • Wood, Bruner and Ross’s (1976) work on scaffolded instruction.

  5. Optimal Learning ModelPresented by Regie Routman • It’s important to understand that the gradual release of responsibility model is not linear. Students move back and forth among each of the components as they master skills, strategies and learning standards.

  6. I do! We Do! You Do! • Sharing Stories about Your Instruction

  7. Constructing the Model

  8. Lesson Planning

  9. Reflection • How does the “I do it, We do it, You do it” structure of the Gradual Release Model (Optimal Learning Model) improve our ability to teach and our students’ ability to learn?

  10. How might this model support our FARMS and other students who struggle?

  11. 'what a child can do today with assistance, she will be able to do by herself tomorrow' Lev Vygotsky.

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