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The Gradual Release of Responsibility Model or GRR Model is a particular style of teaching which is a structured method of pedagogy framed around a process devolving responsibility within the learning process from the teacher to the eventual independence of the learner. This instructional model requires that the teacher, by design, transitions from assuming "all the responsibility for performing a task...to a situation in which the students assume all of the responsibility." 〔(Duke & Pearson, 2002, p. 211). Duke, N. K., & Pearson, P. D. (2002). Effective practices.〕 The ideal result is a confident learner who accepts responsibility for their own learning and directs this learning through the cognitive processes involved, moving through the academic spectrum, to independent choice (personalised learning). As Buehl (2005) stated, the GRR model “emphasizes instruction that mentors students into becoming capable thinkers and learners when handling the tasks with which they have not yet developed expertise” 〔Buehl, D. (2005). Scaffolding. Reading Room. Retrieved November 11, 2006 from www.weac.org/News/2005-06/sept05/readingroomoct05.htm_.〕 == Theory == While similar models have been identified and represented throughout the study and development of teaching and learning as a construct, it was Pearson & Gallagher (1983)〔Pearson, P.D. & Gallagher, M. (1983) “The Instruction of Reading Comprehension,” Contemporary Educational Psychology, 8, p. 317-344〕 who coined the phrase “gradual release of responsibility” to describe this dynamic in the classroom. Basing their model on the ideas of the Russian educational theorist Lev Vygotsky, Pearson and Gallagher envisioned instruction that moved from explicit modeling and instruction to guided practice and then to activities that incrementally positioned students into becoming independent learners. The teacher guides the students to a point ‘planned obsolesces’ on the part of the teacher “…where the student accepts total responsibility for the task, including the responsibility for determining whether or not she is applying the strategy appropriately (i.e, self monitoring).”〔Pearson and Gallagher, “The Instruction of Reading Comprehension”, University of Illinois, National Institute of Education, Washington, DC. October 1983. Page 34.〕 One element which is crucial to the success of the GRR model is the notion related to 'instructional scaffolding', which is grounded in Vygotsky’s concept of the "Zone of Proximal Development, (ZPD)." This is described as the distance between the actual developmental level of a learner as determined by their independent problem solving abilities and the level of potential development through problem-solving under adult guidance or in collaboration with more capable peers. That is, the distance between what the children can do without assistance and what they can accomplish with the assistance of more capable peers. The Zone of Proximal Development can be applied as an umbrella over the entire GRR Model. Students are given support in the form of scaffolding and differentiate instruction throughout all four phases of the process. Teachers may offer more challenging material to high-achieving students, and assist lower-achieving students in needs-based groups. Teachers will support students as needed throughout all four steps finally allowing for the eventual independence of each student.〔Jeffery Wilhelm, Youtube.com. N.p., 2009. Web. 6 Jun 2012. Vygotsky (1978) believed that guided interactions, with an adult, or a more skilled peer, could facilitate a higher level of thinking within the zone.〔Newman, Griffin, & Cole, 1989; Rogoff, 1990). Newman, D., Griffin, P., & Cole, M. (1989). The construction zone. New York: Cambridge University Press〕 In Vygotsky’s theory, this person is referred to as the “More Knowledgeable Other (MKO)”.〔McLeod , S.. "Vgotsky." Simply psychology. Simply Psychology, 2007. Web. 7 Jun 2012. There have been a number of ways of describing and representing the ways in which adults or more experienced others may assist novice learners within their ZPD. Rogoff (1990)〔Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press〕 recognised that this could be achieved through guided participation, and this is similar to the concept of Tharp and Gallimore's theory (1991),〔Tharp, R., & Gallimore, R. (1991). A theory of teaching as assisted performance. In P. Light, S. Sheldon, & M. Woodhead (Eds.), Learning to think (pp. 42–62). London, New York: The Open University.〕 of “means of assisting” and to that of the practice of reciprocal teaching recognised by Brown and Palincsar.〔Palincsar, A., & Brown, A. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Educational Psychologist, 21(1 & 2), 73–98.〕 Others have recognised the similarities between this method of instruction and the integrated approach of collaboration in conceptual change (Rochelle, 1992) and the cognitive apprenticeship model of Collins, Brown, and Newman (1989). This term ‘scaffolding’ is a useful metaphor that is used to symbolise the process of supporting a learner in the early stages of the learning process - as the walls get higher - until there is sufficient evidence of knowledge and skills having been acquired, to then be able to remove that scaffolding so the learner is able to 'stand alone', or be effectively independent enough to continue learning 'alone'. In a similar way, there is a gradual dismantling of the scaffolding as the 'job' becomes more secure and so there is a gradual release of responsibility from the teacher to the learner. As scaffolding is temporary, so too are the lessons that are constructed to help students as they embark into unfamiliar thinking. As noted by Pearson and Gallagher, “The critical stage of the model is the ‘guided practice,’ the stage in which the teacher gradually releases task responsibility to the students.”As such, these lessons eventually fade away as students become gradually more comfortable with the learning and are able to work without the necessary guidance of the teacher.〔Pearson and Gallagher, “The Instruction of Reading Comprehension”, University of Illinois, National Institute of Education, Washington, DC. October 1983. Page 35〕 Although based on the work of Piaget, the influence of Vygotsky's 'constructivist theory' and learning in the classroom has become more popular because it considers the influence of group processes and social contexts that are, in themselves, influenced by such constructs as cultural diversity and stages of development. The GRR model emphasizes instruction that supports and mentors students into becoming capable thinkers and learners when handling tasks with which they have yet to develop expertise in. It is a successful model and has been documented as an effective approach in teaching many subject areas and a variety of content, from writing achievement, reading comprehension, and literacy outcomes for English language learners (Kong & Pearson, 2003).〔The road to participation: The construction of a literacy practice in a learning community of linguistically diverse learners. Research in the Teaching of English, 38, 85–124.〕 抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』 ■ウィキペディアで「Gradual release of responsibility」の詳細全文を読む スポンサード リンク
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