Posts Tagged "GRR model"

New Product Review: Heinemann Primary Comprehension Toolkit

New Product Review: Heinemann Primary Comprehension Toolkit

Heinemann’s Primary Comprehension Toolkit is a supplemental product that supports active reading of informational texts in grades K-2. Materials are available in print only. Learning List recently reviewed resources for grades K-2. The Toolkit strives to develop active learners and responsive teachers. Instruction focuses on developing the skills to help young students understand nonfiction texts and retain what they read. Content is not grade specific. Primary Comprehension Toolkit resources may be used across grades K-2.

The Comprehension Toolkit uses the Gradual Release of Responsibility (GRR) instructional model to support reading instruction in elementary classrooms. In the GRR model, teachers model skills and strategies first and then students practice skills and strategies in guided, collaborative, and independent activities. Toolkit content is organized in 34 cross-curricular lessons that integrate topics from math and science. Lessons are presented in seven separate teacher resources. [Read more…]

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New Review: Triumph Learning’s Texas Coach: Algebra I

Triumph Learning's Algebra I (TEKS)Learning List has reviewed Triumph Learning’s Texas Coach: Algebra I, Texas Edition. This supplemental program supports high school algebra instruction. Content is available in print and digital formats. Instruction provides a review and practice of the concepts and skills assessed on the STAAR end-of-course exam for Algebra I.

Texas Coach: Algebra I is presented in lessons that use the Gradual Release of Responsibility (GRR) instructional model. Each lesson is made up of four components:

  1. Understand provides direct instruction in the underlying concept(s) that provides the foundation for the skills students will practice.
  2. Connect includes an example problem with a detailed step-by-step solution followed by a “Try” practice exercise.
  3. Coached Example presents guided practice problems that lead students through each step of the solution.
  4. Lesson Practice is a set of independent practice items that build in difficulty.

Texas Coach: Algebra I provides six chapter review tests and two full-length STAAR practice tests. Tests are made up of multiple-choice, griddable, and open-ended items, and include answer keys.

About Triumph Learning*

Triumph Learning is a leading educational content company and publisher of print and digital K-12 resources, standards-aligned instructional materials, and effective literacy programs.

For over two decades, Triumph Learning has been offering research-based supplemental and test preparation resources, robust teacher support, and professional development opportunities to accelerate learning. Triumph Learning is committed to serving all students with a mix of interactive digital tools such as Readiness and innovative student texts with products such as Support Coach, 2015 Teacher’s Choice Award winner, and Performance Coach for test success.

Information in this section is provided by or adapted from Triumph Learning.

 

Subscribe to Learning List for access to the spec sheet, full editorial review and detailed alignment report for this material, and thousands of other widely used Pk-12 resources.

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The Gradual Release of Responsibility Instructional Model

Recognizing that districts are more likely to provide effective instruction when they select instructional materials that incorporate the same approach to instruction, Learning List has begun a series of blog posts about instructional models and the products that use them to frame instruction.  A previous post looked at the 5E Model; in this post, we examine the Gradual Release of Responsibility, or GRR, model.  

As its name suggests, the GRR model gradually transfers responsibility for learning from teachers to students.  The model provides a framework that allows teachers to share knowledge and ensures that students develop competence with new concepts and skills.

According to Fisher and Frey (2008), the GRR model is made up of four components:

  1. Focus Lesson. Often referred to as the “I do” part of the GRR model, the focus lesson is an activity or lesson in which teachers establish the purpose for learning, identify the standards to be taught, connect content to prior learning, and model new content and skills.
  2. Guided Instruction. During guided instruction, teachers guide students through new learning tasks, providing support in the form of questions, prompts, clues, and suggested strategies. Known as the “we do” part of the GRR model, guided instruction may take place in whole group or small group formats. As teachers work with students, they have opportunities to formatively assess learning and provide direct instruction to individual students or small groups who are struggling with concepts.
  3. Collaborative Learning. In this part of the GRR model, students work with peers to practice new skills, clarify concepts, solve problems, and create products. Teachers move between small groups identifying misconceptions and providing support. This is known as “we do it together” part of the model.
  4. Independent Practice. In the final “you do” step of the GRR model, students complete learning tasks independently, synthesizing information and applying their learning in new situations. Students may rely on notes or ask for support, but they are individually responsible for learning outcomes.

The goal of the GRR model is to move from teacher-directed learning to a student-centered, collaborative learning environment.  This transfer may occur over the course of a day’s lesson, a multi-day activity, a unit that lasts several weeks, or even longer periods of instruction. In order to implement the GRR model effectively, curricula and instructional materials need to be vertically aligned so that that sequence of instruction is coherent and students are not missing key instructional pieces or repeating content that they have already learned. When students have access to aligned curricula and purposeful implementation of the GRR model, they have a greater chance of becoming capable and self-confident learners who are able to take responsibility for their own work.

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