Journal of Education and Human Development

(re)Visioning the Gradual Release of Responsibility: Building a Student Interdependency Model
Joel J. Traver, Ed.D; Bryan D. Matera, Ed.D.

Abstract
Traditional models of learning stop short of explaining the extent to which deep learning occurs in present-day classrooms. The (re)Visioned Gradual Release of Responsibility (GRR) illustrates four strands explaining student engagement in learning: goal development, problem analysis, reciprocal inquiry, and generative problem-solving resulting in student “Interdependence.” The (re)Vision is grounded in theoretical underpinnings of “zone of proximal development” and “scaffolded instruction,” and modernizes the original GRR conceptual framework. The (re)Vision applies to academic curriculum and social and emotional aspects of child development and learning. “Interdependence” is achieved through deep content learning, increased levels of social interaction, and high cognitive engagement. Keywords: Collaborative Learning, Explicit Modeling, Focused Instruction, Generative Problem Solving, Goal Development, Gradual Release of Responsibility, GRR, Guided Practice, Guided Instruction, Independency, Independent Learning, Interdependency, Instructional Scaffolding, Problem Analysis, (re)Visioning, Reciprocal Inquiry, Shared Demonstration, Zone of Proximal Development

Full Text: PDF     DOI: 10.15640/jehd.v10n1a10