Part 2: Gradual Release of Responsibility Instructional Framework

The gradual release of responsibility instructional framework is based on an assumption, namely that teachers can intentionally increase students' ownership of learning over time. The framework is based on several complementary theories, including

• Piaget's (1952) work on cognitive structures and schemata
• Vygotsky's (1962, 1978) work on zones of proximal development
• Bandura's (1965, 2006) work on attention, efficacy, retention, reproduction, and motivation
• Wood, Bruner, and Ross's (1976) work on scaffolded instruction

Taken together, these theories suggest that learning occurs through interactions with others; when these interactions are intentional, specific learning occurs. The idea is to purposefully shift the cognitive load from teacher-as-model, to joint responsibility of teacher and learner, to independent practice and application by the learner (Pearson & Gallagher, 1983).

In this interactive two-part workshop, we will use videos, documents, and classroom examples to go deeper into this instructional framework. Best of all, we want to maximize your expertise to build a community of learners.

Learning Outcomes:

Participants will learn

• Deepen their knowledge of what quality instruction looks like through quality indicator rubrics.
• Apply look-fors and listen-fors to analyze quality instruction.
• Learn about planning using the elements of a gradual release of responsibility instructional framework.
• Examine the common mistakes made at each phase and the methods for supporting fellow educators when they occur.

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