I first learned about gradual release of responsibility several years ago and have tried to incorporate it into my classroom, although it is still a process which requires constant improvement. Based on the theories of Piaget, Vygotsky, the student motivation theories of Albert Bandura, and scaffolded instruction, it’s a framework that allows students to systematically take ownership of their own learning (Fisher, & Frey, 2013). To me, this meant that first came the “I do” in which the instructor does the thinking and the work through modeling, think alouds, and clearly defined expectations. The next step was the “we do” in which students are invited to participate in the thinking through questioning and focused instruction. In this stage, students work in groups or partnerships and receive the scaffolding and guidance they needed to be successful. The last step was the “you do” where the students do the thinking on their own and apply their understanding through assessments, projects, or products.
Jennifer Serravallo has written fantastic books on the art of small group reading instruction. In her book Teaching Reading in Small Groups: Differentiated Instruction for Building Strategic, Independent Readers (2010), she says that “balance… is not simply about the diverse structures we use, but the methods of teaching within each structure, the amount of support we give, and how we release that support, always in constant consideration of what [learners] need most” (p. 11). She refers to the I do, we do, you do ideas as “to”, “with”, and “by.” Her powerful statement made me reflect on how much time I actually spend in the to, with, and by areas.
What I thought was more of a “with” is actually a “to.” I had not considered how much whole group instruction I tend to do. My students are spending far too long listening to my thinking and not using their own learning. It’s easy to get into a routine and fall back into bad habits of giving students our thinking in order to meet time constraints instead of allowing them to develop their own ideas.
Whole Brain Teaching Basics
If our purpose is to create critical, independent thinkers, this can’t happen without “moving from teacher knowledge to student understanding and application (Fisher, 2008, p. 2). Students need to to cycle through the process of gradual release so they can successfully apply their learning and utilize their own critical thinking skills.
That is why I love using Whole Brain Teaching Strategies (wholebrainteaching.com). These strategies decrease the length of the “to” instruction and ease quickly and efficiently into the “with.” It also allows students to attach movement to concepts and target specific objectives and skills so that they are able to perform independently.
References
Fisher, D. (2008). Effective use of the gradual release of responsibility model . Retrieved from
https://www.mheonline.com/_treasures/pdf/douglas_fisher.pdf
Fisher, D., & Frey, N. (2013). Gradual Release of Responsibility Instructional Framework. IR
Essentials, 1-8. doi:10.1598/essentials.8037
Serravallo, J. (2010). Teaching reading in small groups: Differentiated instruction for building
strategic, independent readers . Portsmouth, NH: Heinemann Publishing.
“The Fastest Growing Education Reform Movement in the World!” Whole Brain Teaching, https://wholebrainteaching.com/.
