One of the middle school focuses this year is using the gradual release of responsibility model to ensure student success. I tried this with the character analysis paper my students are currently writing in English, and while I would like to say I have done it perfectly, I think that I still lack the ability to successful transfer students to their independent work with ease. Students still seem to look at me when I say that they will now do what we practiced independently and say they don't know what to do. I think that the second to last step of the gradual release is where I need the development. I feel successful modeling doing things as a class, but I don't think that I give enough pair practice before I send my students off on their own.
I think the larger concern for me is not how to transfer students to independent work, but rather to transfer them to independent thinking. Getting them to think on their own and be comfortable with the idea that they may not have the answer right away is challenging. I don't know quite how to do that. So I guess I am looking for ways for students to practice independent thinking in pairs. Or I would also like to hear if there are ways anyone teaches students that it's ok to struggle with a concept before they get the correct answers.
I appreciate your candor, Connie. I think it really depends on the makeup of the students in the class. With my newcomer EL students, I tried the gradual release and was having challenges getting them to work with a partner. So I had to back up the whole process and go over how you work with a partner. I realized that even though they are all newcomer ELs, they are at various levels of reading (and maturity). In some cases, they just wanted to work by themselves even in the gradual release process--I had to keep assuring them that they can work alone for the next step, but try working with someone else for this step. I guess we aren't just teaching content, eh? Those skills we learn from working with others are many times just as important! So then, when I tried with a different class, they really just wanted to work in partners, and it was a challenge to get them to work independently. I think to go through every step is good teaching, and I am starting to incorporate the needs (and personalities!) of individual students in how I present the gradual release--and directly teaching the skills about modeling, writing together, working with others, and independent work first. Then it seems to flow better. but that's with small specialist classes. I'm sure you are doing fantastic with your students, keep up the good work!
ReplyDeleteThat transfer to independent thinking is likely something that needs to be directly modeled as well--I'm guessing. And so maybe a think-aloud about how we think independently?? Sounds weird, but may be what is needed!