Research-Based Instructional Practices for the Neurodiverse
The Gradual Release of Responsibility Model (GRR)
Parents often ask me what is the best instructional practice for the development of their neurodivergent learner. Although there is not a determined number one, I believe the best instructional practice to include in the parental toolbox of support is the Gradual Release of Responsibility (GRR) model.
When focusing on students with disabilities in developing academic skills, the importance of maximizing student growth and effectiveness is at the forefront of decision making. The GRR model may be the strongest because it can be used in conjunction with other diverse models of instructional support. Additionally, the GRR is perhaps the strongest model of instruction that supports Meta-Cognitive thinking. Here is a link to my article on Applying Meta-Cognitive Practices with your Neurodiverse Children.
The GRR model of instruction requires that the parent (or teacher) shift from assuming all the responsibility for performing a task ... to a situation in which the students assume all of the responsibility. This gradual release may occur over a day, a week, a month, or a year. The GRR emphasizes instruction that mentor students into becoming capable thinkers and learners when handling the tasks with which they have not yet developed expertise. The GRR is a research-based practice supported by the academic learning community.
Dr. Douglas Fisher of San Diego State University looked at the effectiveness of the GRR and determined that with strong vertical alignment, the GRR is perhaps the best used method in building students’ metacognitive abilities and approaches to dealings with the struggles found in the world today.
-Citations listed at the bottom of the article.
Focus lessons-The teacher models thinking and understanding for students. Usually brief in nature, focus lessons establish the purpose or intended learning outcome and clue students into the standards they are learning.
Guided Instruction- Teacher leads students through assignments that increase their understanding of the content. During guided instruction, teachers prompt, question, facilitate, or lead students through tasks that increase their understanding of the content. Guided instruction provides parents/teachers an opportunity to address needs identified from formative assessments and directly instruct students in specific academic components, skills, and strategies.
Independent Work- applying information independently. As the goal of all of our instruction, independent learning provides students practice with applying information in new ways. The GRR model is cyclical. Students move back and forth between each of the components as they master skills, strategies, and standards.
How Does the GRR Work?
The Gradual Release of Responsibility is best explained breaking it down into three parts…
Step One: “Watch Me Do This….”
Each lesson should begin with a thorough explanation of how to do the activity. As the parent or teacher, you are modeling each step of the lesson, in detail, and completing each step of the process from beginning to end many times. Model the lesson until the student begins to mimic or simulate the steps you are demonstrating through repetition.
Let’s use the simple lesson of multiplication. For this example, we will learn the “sevens”. Create a 10 x 10 table with the first row 1 through 10, the second 11 to 20 and so on. Explain to the student that the purpose of this exercise will be counting by sevens. Use a colored crayon and count each box out loud while touching each number until you reach 7. Color in the box. Start again, beginning at eight and counting up and coloring 14. Continue this activity until you get to 98 (the last multiple of 7 in 1 through 100). When you have completed this, number each colored box identifying each multiple of seven …for example, box 14 is (2) and box 21 is (3). Complete this practice as many times as necessary.
Step Two: “Let’s Do it Together…”
The transition from step one to step two should come naturally. By repeating this process, the student will begin to remember what you shared from your repetition and begin counting in unison with you. Be consistent with your verbal explanations. Encourage the student to count with you. To check for understanding, sometimes pass the multiple number to see if the student corrects you. If they do not, identify the error out loud and explain what YOU did incorrectly …modeling meta-cognitive thinking. The outcome is to pass this practice to the student over time and repetition.
Step Three: “Now You Do It…”
Encourage the student to try it independently. Remember, you can move back to steps One and Two as often as needed. Additionally, when returning to a lesson from previous days’ practice, it is often useful to start at Step One for review. Continue this practice until the student is completely comfortable with the complete activity. There is no timeline for either any single step or the completion of all three.
Repetitio mater studiorum …repetition is the mother of learning.
In either of the steps, if your child/student asks “why?” or “How?” you have struck gold. Always encourage your children/students to ask why and how questions. These are the foundational questions of meta-cognitive thinking. More importantly, ask your child/student “how and why” questions as well. Answers to “how and why” questions are evidence of knowledge and not just memorization.
Implications for Implementation
Choosing the GRR model appears to be the most beneficial model to support students with learning disabilities. But simply implementing a GRR model does not solve all parent concerns regarding student learning. Parents and teachers must implement the GRR with caution and a sense of preciseness that does not overlook the essentials that make this model so enduring to parents, teachers, and students alike.
The GRR method is best for students with learning difficulties because of the modeling, scaffolding, and insight that this model produces for students who are often unfamiliar and unaware of the “How-to” when learning strategies for comprehension and practice. Due to the constraints, time limitations, and lack of cohesion, these types of modeling practices are often not used as much as they should in public education.
Having a complete toolbox of learning methods, strategies, and approaches at one’s disposal will place each instructor/parent in a stronger and better-adapted position to support students’ individual and unique needs. Using simple approaches in comprehension, teachers/parents can model behaviors that can be used for life-long learning experiences and provide students/children with the insight to engage academics independently.
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References:
Dr. Douglas Fisher. (2005). Effective Use of Gradual Release of Responsibility Model. San Diego State University, Language and Literacy Education.
Nancy Maynes, Lynn Julien-Schultz, Cilla Dunn. (2010). Modeling and the Gradual Release of Responsibility: What Does it Look Like in the Classroom? Brock Education Journal, Volume 19, No. 2, 2010.
Susan E. Isreal. Dixey Masey. (2005). Metacognition in Literacy Learning. Metacognitive Think-Alouds: Using a gradual Release Model with Middle School Students.
Massey, D.D. (2003). A comprehension checklist: What if it doesn’t make sense? The Reading Teacher, 57(1) 81-84.