Elementary Social Studies Instructional Strategies 2011-2012 The Gradual Release of Instruction Gradual Release Model: Key Concepts Modeling Elements Guided Instruction Name the strategy, skill, or task. Students begin to try out what they have begun State the purpose of strategy, skill, or task. to learn. Explain when the skill, strategy or task is used. The teacher still structures the process. Use analogies to link to knowledge. Often, students but confuse”. “use Demonstrate how the skill, strategy, or task is The teacher is there to help with the tricky parts. completed. The teacher strategically uses questions, Self-assess and highlight errors to avoid. prompts, and cues. Productive Group Work Scaffolding … The task is a novel application of the skill designed so that the outcome is not requires the adult’s those elements of “controlling guaranteed. the task that are initially beyond the learner’s Students interact with one another to build each capability, thus permitting him to concentrate upon other’s knowledge. and complete only those elements that are within Students are consolidating their new his range of competence” (Wood, Bruner, & Ross, understanding. 1976, p. 90). Students are accountable for helping each other work through the new skill.
Elementary Social Studies Instructional Strategies 2011-2012 The Gradual Release of Instruction Gradual Release Model: Key Concepts Modeling Elements Name the strategy, skill, or task. State the purpose of strategy, skill, or task. Explain when the skill, strategy or task is used. Use analogies to link to knowledge. Demonstrate how the skill, strategy, or task is completed. Self-assess and highlight errors to avoid. Guided Instruction Students begin to try out what they have begun to learn. The teacher still structures the process. Often, students “use but confuse”. The teacher is there to help with the tricky parts. The teacher strategically uses questions, prompts, and cues. Productive Group Work The task is a novel application of the skill designed so that the outcome is not guaranteed. Students interact with one another to build each other’s knowledge. Students are consolidating their new understanding. Students are accountable for helping each other work through the new skill. Scaffolding … requires the adult’s “controlling those elements of the task that are initially beyond the learner’s capability, thus permitting him to concentrate upon and complete only those elements that are within his range of competence” (Wood, Bruner, & Ross, 1976, p. 90).