Slice of Life Day 3: The Gradual Release Model Grows Up

The idea of outgrowing a professional practice makes perfect sense to me. Just like children need training wheels when they first learn to ride a bike, teachers need similar scaffolds. The Gradual Release Model, often referred to as "I do, You do, We do", has been a staple in classrooms across this country for decades. Only recently, have I begun to question how this time-honored practice might benefit from a face-lift.

After reading an article titled, Must All Good Instruction Begin With Teacher Modeling?, I can't seem to get the chart posted below out of my mind.

*Created by Olivia Wahl

If I'm honest, words like re-envision, re-conceptualize, and re-imagine both invigorate and terrify me all at once. I love how the author of the chart linked the old architecture of a mini-lesson to the new one. The immersion phase of learning allows students to construct their own understanding and draw their own conclusions. The teacher is no longer the keeper of knowledge. Instead, children are positioned to dig deep and discover as they delve into mentor text. Learning how to weave immersion throughout a unit will require intentional instructional design, but clearly the benefits are limitless.

As a teacher, we are always on a path towards contiguous improvement. Sometimes it feels like just when we've gotten comfortable with one way of running our workshop, a new and better way appears. This can be challenging for those of us who crave stability. However, putting the needs of our students over our own comfort is the hallmark of a teacher who truly seeks professional growth. Letting go of training wheels can feel scary, and so can adjusting a practice that makes us feel safe.



This post is part of the 11th Annual Slice of Life Annual Story challenge, hosted by Two Writing Teachers, a month-long challenge to write daily by inviting participants to share a snapshot of life through writing.