While we agree with the concept of the theory and think it will function in the best interest of students, there are two main issues with the application of this model that teachers must address to ensure its success. This ranges from asking teachers to involve students in greater group work to discover concepts by teaching one another rather than relying on lectures. For teachers, the idea is to progress from “I do” to “we do” and then finally “you do it together” to “you do it alone.” Ideally, the students will become self-sufficient in their learning and actively teach themselves with the teacher as a adviser rather than leader.Īccording to Weekes, the school has begun implementing this program by taking advantage of faculty meetings to instruct teachers in proper methods of this model. The Gradual Release of Responsibility model is a teaching method that, as its name suggests, attempts to slowly shift the responsibility of education from the teachers to the students. According to assistant principal Brooke Weekes, the school is piloting this program this year and is looking to move forward with it in the next few years. Although the model for a grad ual release of responsibility in teaching has existed since 1983, developed by psychologists Pearson and Gallagher, CHS has recently begun to adopt this program.
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