Gradual Release

What is the purpose of using checks for understanding in the gradual release model?

• To make the lesson longer

• To confuse students

• To waste time

• To assess student comprehension, adjust instruction, and provide feedback.

Explain the 'i do' phase in the gradual release model.

• The 'I do' phase involves students working independently on the concept or skill.

• The 'I do' phase is when students collaborate with their peers to understand the concept or skill.

• The 'I do' phase involves the teacher modeling the concept or skill for students.

• The 'I do' phase is skipped in the gradual release model.

During the 'we do' phase in gradual release, what is the role of the teacher?

• Guide students, model thinking strategies, provide support, facilitate discussions

• Grade papers, assign homework, lecture, monitor behavior

How does the 'you do' phase in gradual release promote student independence?

• By limiting student practice opportunities

• By discouraging student independence

• By providing answers without guidance

• By providing opportunities for students to practice independently under teacher guidance.

Why is it important to assess student understanding during the 'i do' phase?

• To identify misconceptions or gaps in knowledge early on.

• To confuse students

• To waste time

• To make the lesson longer

In the 'we do' phase, how can teachers provide support to students?

• Discourage student participation

• Ignore student questions

• Provide incorrect information

• Demonstrate examples, explain concepts clearly, offer guidance, encourage active participation

What are some strategies to engage students during the 'you do' phase?

• Assign individual tasks without collaboration

• Delay feedback indefinitely

• Provide clear instructions, offer support and guidance, encourage collaboration, incorporate hands-on activities, provide timely feedback

• Ignore student questions

How can teachers adjust their instruction based on the checks for understanding in the gradual release model?

• Ignore formative assessment data and continue with the same instruction

• Provide the same instruction to all students regardless of understanding

• Skip reteaching concepts and move on to new material

• Use formative assessment data to provide targeted support, reteach concepts as needed, and differentiate instruction based on student needs.

What are some examples of checks for understanding that can be used in the 'i do' phase?

• Asking students to recite the alphabet backwards

• Having students write a short essay

• Asking students to summarize the concept in their own words, posing multiple-choice questions, requesting students to explain a concept to a peer, and conducting quick quizzes.

• Skipping the 'i do' phase entirely

During the 'we do' phase, how can teachers model problem-solving strategies for students?

• By ignoring the problem and moving on to the next topic

• By providing students with the exact solution without explanation

• By thinking aloud, breaking down the problem into smaller steps, demonstrating different approaches, and explaining their reasoning behind each step.

• By discouraging students from attempting to solve the problem independently