Gradual Release of Responsibility
Lesson Objective: Build and demonstrate understanding
All Grades / All Subjects / Scaffolding

Thought starters

  1. What happens when Ms. Baines has her students act as teachers?
  2. How could backwards planning inform the gradual release of responsibility?
  3. What can you learn from Ms. Baines about scaffolding?
28 Comments
I agree that this is really important to do...to develop self directed learners but i would have liked an explanation or descriptions of the steps that she took to do this. (It's whetted my appetite but has not fed me!)
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I agree with Ms. Casey... MORE! This is wonderful and Ms. Bains is a master teacher... more please!
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HI Tami & Kyla, The lesson video that this strategy was taken from is here: https://www.teachingchannel.org/videos/questioning-in-the-classroom Hopefully this gives you more information about steps Ms. Baines took when using this strategy. Thanks for watching! Lily
Recommended (1)
Great! Allowing the students to deliver feedback to the teacher as to what they have learned. Taking ownership of the concept and to presented in the way the perceive it.
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Great work! I will be very glad to your work with my colleagues!
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Transcripts

  • Gradual Release of Responsibility Transcript

    +++ 00:00:07 +++
    Card: Strategies: Gradual Release of Responsibility.
    Monica Baines: I need

    Gradual Release of Responsibility Transcript

    +++ 00:00:07 +++
    Card: Strategies: Gradual Release of Responsibility.
    Monica Baines: I need the most responsible person at your table to take out one sheet of paper. The most responsible person at your table.
    Monica Baines: The gradual release of responsibility. We've studied Shakespeare now for almost six week and so it takes some time.

    Lower Third: Monica Baines
    9th Grade English
    Alief Early College High School, Houston, Texas
    Monica Baines: You have got to be able to prove your stance. You've got to be able to prove yourself.
    Monica Baines: I did a lot of hand holding, a lot of modeling, a lot of "Let's slow down."

    +++ 00:00:35 +++
    Monica Baines: Y'all have a lot, a lot of substance here. Slow down, slow down.
    Monica Baines: Let's question, let's classroom talk, let's walk our way through this.
    Monica Baines: So you've proven your fear. What about your pain?
    Student: He is later on in the party, whenever they meet.
    Student: And they figure out that they're both from different families.
    Student: Yeah, they have a connection, but then they found out that they're from different families and they're not sure of this, because both families--

    +++ 00:01:02 +++
    Student: At least, they can do it secretly, but not--
    Student: But that's the bad part. They have to keep it secret.
    Monica Baines: Okay.
    Monica Baines: To ensure that we understand who Shakespeare is, what Shakespeare has done, what we're about to get into with this whole "Romeo and Juliet" thing.
    Monica Baines: Act 3. My Act 3 presenters, you guys ready?
    Monica Baines: Gradually, I start putting the responsibility of the learning on them.
    Monica Baines: The purpose of this group, they are going to talk to you some more about how tragedy does in fact exist through their understanding and comprehension of Act 3.

    +++ 00:01:31 +++
    Monica Baines: Now I want you to show me about tragedy. I want you now to show me, to stand up and to give me a full 25 minute presentation.
    Student: This is how the plot progresses.
    Student: In the first scene, we see that Mercutio was killed by Tybalt and out of vengeance, Romeo kills Tybalt.
    Monica Baines: It's a college writing skill. They've got to be able to take ownership of their own learning. They've got to be able to take a complex and a rigorous piece of something academic and filter their way through it. So what better way than to start them at Alief Early College, learning that?
    Student: Thank you.
    Students:

School Details

Alief Early College High School
2811 Hayes Road
Houston TX 77082
Population: 435

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