As you work to scaffold student learning toward learning targets, your work requires careful consideration of how you will impart new information and develop skills. You know from experience that you can’t simply demonstrate or share new information with students and expect them to arrive at a learning target on their own. Responsibility for learning is like a negotiation between teacher and learner. Initially, we bear the responsibility for learning on behalf of our students. As time progresses, we gradually shift or transfer that responsibility to our students in a thoughtful way
During your synchronous, online teaching with CSUSB students, while you have only one hour, you should consider how you can integrate a gradual release of responsibility using comprehensible input. You will call upon what you’ve learned about the use of digital media, realia, and props to support your efforts. As you plan with your PMG, let’s take a look at a model that explains how you will “release” responsibility for learning to your students.
Click the following link to read this short article about this approach: Gradual Release of Responsibility: I do, We do, You do (Links to an external site.)
Professor Guillaume shared with us a part of the following video by Cecile Laine. Watch this video now in its entirety, and, referencing the image above and what you have read about the Gradual Release of Responsibility, identify for yourself, where the I do, We do and You do stages occur in this learning activity. Make sure you discuss with your PMG members how you will use the Gradual Release of Responsibility model to structure the learning activities for the learning episode you will teach live and online to CSUSB students.
Once you’ve reflected on this video, use the Navigation tab to continue to the next section, 5.6 – Performance-Based Can-Dos.