Section 4: Gradual Release of Responsibility

I Do, We Do, You Do
 

Effective teachers often use the gradual release of responsibility as an instructional model for scaffolding learning in a structured way for their students.  Framed by three key parts —I do (modeling), We do/You do (together), You do (alone)— gradual release is intended to do just that--gradually support learners’ acquisition of new skills by shifting responsibility from the teacher to the students (Pearson & Gallagher, 1983). Mentees working with teacher candidates can also use the gradual release approach to build mentees confidence and competence across the internship experience. 

 

Below is a sample Gradual Release of Responsibilities Map for Elementary Candidates created by one group of mentors at Garfield Elementary in Fairfax County. In this example, gradual release of responsibility occurs in five phases. Within each phase, the mentors conceptualized expectations in four areas of professional development: 1) purposeful observation and reflection, 2) planning and instruction, 3) classroom management, and 4) professionalism.  The mentors also noted possible challenges that may emerge during the phase.

 

Click "Learn More" under each phase on the graphic below to see an example of how teaching responsibilities become gradually more complex.

 

A gradual release approach for internship can be used across licensure areas. Take a peek below at examples of gradual release in action in a licensure program at George Mason University.