Learning and Teaching at Bayswater West
Bayswater West Primary School has developed an instructional model based on the gradual release of responsibility model.
Scaffolded instruction, or the gradual release model, is broadly recognised as a successful approach for moving classroom instruction from teacher-centred, whole-group delivery to student-centred collaboration and independent practice. Sometimes referred to as “I do it, we do it, you do it,” this model proposes a plan of instruction that includes demonstration, prompt, and practice.
At the beginning of a lesson or when new material is being introduced, the teacher has a prominent role in the delivery of the content. This is the “I do” phase. But as the student acquires the new information and skills, the responsibility of learning shifts from teacher-directed instruction to student processing activities. In the “We do” phase of learning, the teacher continues to model, question, prompt and cue students; but as student move into the “You do” phases, they rely more on themselves and less on the teacher to complete the learning task.
Scaffolded instruction, or the gradual release model, is broadly recognised as a successful approach for moving classroom instruction from teacher-centred, whole-group delivery to student-centred collaboration and independent practice. Sometimes referred to as “I do it, we do it, you do it,” this model proposes a plan of instruction that includes demonstration, prompt, and practice.
At the beginning of a lesson or when new material is being introduced, the teacher has a prominent role in the delivery of the content. This is the “I do” phase. But as the student acquires the new information and skills, the responsibility of learning shifts from teacher-directed instruction to student processing activities. In the “We do” phase of learning, the teacher continues to model, question, prompt and cue students; but as student move into the “You do” phases, they rely more on themselves and less on the teacher to complete the learning task.
