Thirty‐Five Years of the Gradual Release of Responsibility: Scaffolding Toward Complex and Responsive Teaching

Abstract

Since Pearson and Gallagher published the landmark framework of the gradual release of responsibility, how has this scaffolding routine changed, and how can it be implemented in adaptive ways? What Is GRR, and How Has Its Meaning Evolved Over Time?Defining GRR is not as easy as it might seem. Is it a model or a teaching framework? Does it have three phases or four phases? Is it only used for explicit instruction, or can it be used with discovery-based approaches? We explore the evolution by focusing on GRR within literacy instruction to describe how the understanding of GRR has evolved over time.Initially, Pearson and Gallagher (1983) presented GRR as a theoretical model rather than an explicit process for lesson planning. In their landmark work, FEATURE ARTICLE

Task-Based Language Learning and Beginning Language Learners: Examining Classroom-Based Small Group Learning in Grade 1 French Immersion

“…6. Recognizing that independent learning centres are reinforcement learning opportunities to learning taking place during whole group instruction; the role of the Gradual Release of Responsibility Model (Webb et al, 2019) cannot be ignored when using literacy centres. Reinforcement learning centres provide opportunities for students to work on tasks that enable them to experiment with the L2 language, take risks, and problem solve when needed.…”

“…Tasks performed at various literacy centres became better connected to whole class learning goals and we observed the emergence of a task-based language and learning cycle. In addition to planning for and proposing tasks to students that respected the characteristics described here, teachers followed a highly structured instructional delivery model in which responsibility for learning was gradually transferred to students (Webb et al, 2019). Some language awareness and task-based literature highlight the need for a task cycle that can include enabling tasks, which "provide students with the necessary linguistic tools to carry out a communication task" (Estaire & Zanon, 1994, p. 15), followed by communicative tasks, and analysis or practice activities (Bourke, 2008).…”

Dialogic Reading: Implementing an Evidence-Based Practice in Complex Classrooms

“…Sylvie wants to ensure the students will be capable and confident engaging in the learning center activities; therefore, all the activities are a support for concepts students already know. Put more clearly, Sylvie incorporates those activities into regular instruction first—with explicit instruction, modeling, and scaffolding—and then, following the gradual release of responsibility, uses the centers to practice and reinforce concepts, instead of presenting new or vague learning with which students would struggle (Fisher & Frey, 2013; Pearson, & Gallagher, 1983; Webb et al, 2019). Sylvie rotates through the three DR groups during the learning center time, so all students receive the intervention and still have time to engage in the center activities.…”

Making Sense of Modeling in Elementary Literacy Instruction

“…The approach of modeling for students is often situated within a gradual release of responsibility framework (Pearson & Gallagher, 1983), in which teacher-driven efforts support students' effort until students reach independence. Flexible and responsive applications of the gradual release of responsibility situate the use of teacher modeling in response to learners' needs (Webb, Massey, Goggans, & Flajole, 2019). Modeling does not always begin a lesson.…”