Fillable Printable Gradual Release of Responsibility Lesson Planning Template

Gradual Release of Responsibility Lesson Planning Template

Garden Grove Unified School District

Office of Secondary Education

Department of 7-12 Instruction

Adapted by GGUSD, Dept. of 7-12 Instruction, based on work by Pearson & Gallagher (1987) and Fisher & Frey (2008 ). G. Mafi, 2007

DEPENDENT SHARED INDEPENDENT

Gradual Release of Responsibility Lesson Planning Template

with guiding questions

I Do It

We Do It

You Do It (together/alone)

Input Modeling ÍÎ Guided Practice Collaboration /Independent Practice

Teacher Teacher

Monitors * Responds * Acknowledges * E v aluates

*Assesses who needs intervention or extension

* Sets new goals

How did you:

• intervene with students who are not

ready to move on?

• assess at the close of the lesson to

determine who has mastered content and

who needs further assistance?

• extend the lesson for those who are

ready to move on?

Student

Observes * Questions (CFU) * Assesses progress

* Responds (praise, prompt, correct)

* Intervenes as necessary

As students take more responsibility, how did you:

• assess their progress/understanding?

• provide students with hands-on experience

and practice?

• determine grouping (pairs, groups) for this

activity?

• use scaffolds to help struggling students

understand the lesson?

• support ELs (what scaffolds ar e in place)?

Student

Demonstrates * Models * Thinks Aloud

* Explains * Questions (CFU) * Clarifies

* Responds (Praise, Prompt, Correct)

How did you:

• know that (all or a specific student) thought through

and form ulated a response to (specify question)?

• provide corrective feedback to students?

• differentiate the modeling for students (think aloud

model, performance model)?

• provide multiple explanations for new concepts?

Student

Provide anticipatory set * Identifies objectives

& purpose (content-language-metacognitive)

* Provides input *Thinks aloud

* Questions (CFU)

How did you:

• make lesson objectives clear to your

students?

• connect to prior learning?

• build background knowledge?

• identify both academic & content vocabulary

so students can access new material?

Student

Observes *Listens *Processes *Responds

*Interacts

Based on student responses, how did you:

• assess students’ prior knowledge?

• allow for student interaction?

Interacts * Collaborates *Responds *Asks Questions

How did you:

• prepare students to ask probing/clarif ying

questions?

• allow students a variety of methods and

modalities in which to respond?

• aide students in processing inform ation?

Ï Hand over of Responsibilit

Applies Learning * Takes Charge * Practices

* Problem Solves * Self-regulates * Self-corrects

How did you:

• support students to use self-regulatory

strategies?

• provide opportunities for students to

practice self-correction?

• assist students in self-correcting their

relative strengths and weaknesses in regard

to the given task?

Collaborates * Initiates * Self-regulates

* Problem Solves * Self-assesses *Reflects

* Explores * Extends * Applies to new setting

How did you provide opportunities for students to:

• connect concepts to future lessons and

explore real-life applications?

• generate evidence of self-regulatory

strategies?

• self-assess?

• extend their learning?

• initiate independent learning or more in-

depth study of content?

Instructional context, content & resources Independent Practice & Application

In what way might you utilize materials (i.e. Universal Access materials, other materials) to further support students reading below level or ELs?

Have you provided a wide variety of media/texts throughout instruction? Specify.

How are your activities, homework and assessments directly linked to the standards?

In-class practice: does the practice allow students to

transfer knowledge?

Homework: How is it tied to the lesson?

Application/Assessment: How did you go back to

the objectives to reinforce the goal of the lesson?

The Gradual Release Of Responsibility (GRR) model may be implemented in a single period/lesson or over the course of several days as a means of scaffolding instruction.

Because students’ content , language, and metacognitive needs vary, differentiation of instruction is recommended at key stages of the lesson, especially for struggling learners prior to assigning independent practice.

Garden Grove Unified School District

Office of Secondary Education

Department of 7-12 Instruction

Adapted by GGUSD, Dept. of 7-12 Instruction, based on work by Pearson & Gallagher (1987) and Fisher & Frey (2008 ). G. Mafi, 2007

DEPENDENT SHARED INDEPENDENT

Gradual Release of Responsibility Lesson Planning Template

I Do It

We Do It

You Do It (together/alone)

Input Modeling ÍÎ Guided Practice Collaboration/Continued Practice

Teacher Teacher

Monitors * Responds * Acknowledges * E v aluates

*Assesses who needs intervention or extension

* Sets new goals

Student

Observes * Questions (CFU) * Assesses progress

* Responds (praise, prompt, correct)

* Intervenes as necessary

Student

Demonstrates * Models * Thinks Aloud

* Explains * Questions (CFU) * Clarifies

* Responds (Praise, Prompt, Correct)

Student

Provide anticipatory set * Identifies objectives

& purpose (content-language-metacognitive)

* Provides input *Thinks aloud

* Questions (CFU)

Student

Observes *Listens *Processes *Responds

*Interacts

Interacts * Collaborates *Responds *Asks Questions

Ï Hand over of Responsibilit

Applies Learning * Takes Charge * Practices

* Problem Solves * Self-regulates * Self-corrects

Collaborates * Initiates * Self-regulates

* Problem Solves * Self-assesses *Reflects

* Explores * Extends * Applies to new setting

Instructional design: standards/objectives, context, content & resources Independent Practice & Application

In-class practice:

Homework:

Application/Assessment:

The Gradual Release Of Responsibility (GRR) model may be implemented in a single period/lesson or over the course of several days as a means of scaffolding instruction.