Gradual release of responsibility
Teachers support increasing independence as students develop knowledge and skills.
Gradual release of responsibility is an explicit teaching strategy. It is not linear as teachers move between modelling, guided and independent practice throughout lessons. Teachers make decisions based on student understanding and readiness. Students may move 'forwards' and 'backwards' in this process.
Learning is most effective when teachers break new information down and teach it explicitly using explanation, demonstration and modelling. This is especially relevant when students are new to an area (AERO 2024).
Gradual release is sometimes referred to as ‘I do, we do, you do’ or ‘modelled, guided, independent practice’.
Teachers check for understanding as they move students between modelled, guided, and independent practice. There is extended handover in the ‘we do’ (Sherrington 2020).
The concept of extended handover is central to gradual release of responsibility (Sherrington 2020).
Strategy learning module
The Strategy learning module – Gradual release of responsibility (PPTX 11.9 MB):
- breaks down the strategy
- shows how the strategy can be applied using different techniques
- offers professional learning support for a whole-school approach to explicit teaching.
More information about how to implement this professional learning can be found on Leading explicit teaching.
Technique guides
Explicit teaching strategies are implemented in the classroom through a range of techniques that are intentionally selected by the teacher. These techniques are not an exhaustive list of every approach a teacher may use to implement this strategy. These technique guides provide support to teachers to understand and apply the technique as part of their explicit teaching practice:
What it isn’t
Moving too quickly to independent practice without ensuring student readiness. This does not support optimal learning.
Independent doesn't mean that students always work alone – it's the teacher's support that is reduced as students are ready (Hertzberg 2012).
Further resources
- Sherrington T (2020) .
AERO (Australian ÌÇÐÄvlog¹ÙÍø Research Organisation) (2024) , AERO, accessed 16 April 2024.
Hertzberg M (2012) ‘Teaching English Language Learners in Mainstream Classes’, NSW Primary English Teaching Association Australia (PETAA), Newtown.
Sherrington T (2020) , Teacherhead, accessed 26 March 2024.
Victoria Department of ÌÇÐÄvlog¹ÙÍø (2018) , Victoria Department of ÌÇÐÄvlog¹ÙÍø, accessed 17 April 2024.