https://youtu.be/z2iNggN__QA?si=oPlKVXcr6Kmztlda

The term "gradual release of responsibility" was coined by David Pearson and Margaret Gallagher in their 1983 paper, "The Instruction of Reading Comprehension." They used the term to describe a teaching strategy that helps students learn new skills and concepts by gradually shifting responsibility from the teacher to the student.

Pearson and Gallagher's model of gradual release of responsibility is based on the work of Lev Vygotsky, a Russian psychologist who believed that learning occurs through social interaction. Vygotsky argued that learners are more likely to master a new skill or concept if they have the opportunity to interact with a more knowledgeable peer or adult.

The gradual release of responsibility model is a cyclical process that involves four stages:

1. Modeling: The teacher models the new skill or concept for students.
2. Fostering guided practice: The teacher provides students with opportunities to practice the new skill or concept with support from the teacher.
3. Scaffolded practice: Students work together to practice the new skill or concept.
4. Independent practice: Students practice the new skill or concept on their own.

The gradual release of responsibility model is a widely used teaching strategy that has been shown to be effective in helping students learn new skills and concepts. It is a versatile model that can be used to teach a variety of subjects and skills.

Here are some other researchers who have contributed to the development of the gradual release of responsibility model:

• Douglas Fisher and Nancy Frey
• Linda Dorn and Carla Soffos
• Judith Irvin
• Douglas Walpole and Michael McKenna

The gradual release of responsibility model is a valuable tool that teachers can use to help all students learn and succeed. By using this model, teachers can create a classroom where students are actively engaged in their learning and where they feel supported and challenged.

The gradual release of responsibility (GRR) is a teaching strategy that helps students learn new skills and concepts by gradually shifting responsibility from the teacher to the student. It is a cyclical process that involves four stages:

1. Direct instruction: The teacher explains the new skill or concept and provides clear and concise instructions.
2. Guided practice: The teacher gives students opportunities to practice the new skill or concept with support from the teacher.
3. Collaborative learning: Students work together to practice the new skill or concept.
4. Independent practice: Students practice the new skill or concept on their own.