August 2012 Created by Mary Loroña and Michelle Bergesen Gradual Release of Responsibility Work with a partner. Mark each statement as True or False in Column 1. o o o Content Goals Language Goals Social Goals o …the “What” and the “Why” of the lesson o …the Take-Away for today o …about the learning, not the activity Must be physically posted o o o …part of the “How” of the lesson …how students convey their understanding of the Content Goal …active, not passive o …is part of the “How” of the lesson o …can be a set routine or procedure o …can address a specific interaction skill o o …can be implied instead of explicit …are not required to be posted Language Goals Social Goals Content Goals Language Goals Social Goals Talk to your partner. Record any changes for statements 1-7 in Column 2. Content Goals Language Goals Social Goals Let’s review your answers! o Activate prior knowledge o Connect to previous learning o Relate to personal experiences o Refer to PSA 1 for ideas What does a proficient learner do to: Process new content Practice a skill Solve an issue Model your thinking when you need to: Demonstrate a skill Address a misconception Help your students get “unstuck” Establishing Your Purpose Modeling Your Thinking Talk to your partner. Record any changes for statements 8-11 in Column 2. Establishing Your Purpose Modeling Your Thinking Let’s review your answers! You deliver You deliver They process They process o Refer to PSA 3 for ideas During closure, students… o Construct personal meaning o o Create schema for retention Reflect on what they know and understand Refer to PSA 2 for ideas Chunk and Chew Closure Talk to your partner. Record any changes for statements 12-17 in Column 2. Chunk and Chew Closure Let’s review your answers! .