Unlocking student potential with the Gradual Release of Responsibility Model

What is the Gradual Release of Responsibility (GRR) Model? 

The Gradual Release of Responsibility (GRR) model, commonly known as “I do, we do, you do,” is a structured teaching approach that shifts learning responsibility from teacher to student. Rooted in cognitive science, GRR aims to scaffold student learning, building confidence and independence as support gradually decreases to put learning into the hands of our students empowering them to become independent learners. 

The Gradual Release of Responsibility model breaks down into three stages: modelling (I do), guided practice (we do), and independent practice (you do). This transition helps students, particularly those with learning difficulties or math anxiety, to go from watching to doing, gaining a deeper understanding along the way. Let’s dive into each phase. 

“The Gradual Release of Responsibility model provides a structure for the right balance of guidance and independence; the model ensures that our students are not left to struggle too much too soon.” 

The GRR Model Phases: I Do, We Do, You Do

1. I Do: Teacher demonstration or modelling In the first phase, the teacher demonstrates a skill, giving students a clear example of what success looks like. Teachers think out loud to show their reasoning, helping students visualise the process. Research shows that well-executed modelling improves comprehension by providing a clear example for students to follow. 
2. We Do: Guided practice phase of the lesson  During “We Do,” students begin practicing the skill with support. This phase builds confidence as students work alongside the teacher or with scaffolded support, who provides feedback and answers questions. Here, students actively engage with a scaffolded version of the materialwhile still having teacher guidance as they make initial attempts. 
3. You Do: Independent practice phase of the lesson 
   By the final phase, students are ready to work independently. Here, they apply what they’ve learned, reinforcing their understanding and building self-reliance. Independent practice is where students solidify their learning and develop critical thinking and problem-solving skills crucial for lifelong learning. 

Benefits for student learning

The Gradual Release of Responsibility model is highly effective because it’s backed by cognitive science principles and supported by research, including findings from AERO (the Australian Education Research Organisation) studies. Here are some reasons why GRR can make a big impact: 

• Active Learning: GRR encourages students to be active participants. By the time they reach independent practice, they’re fully engaged, analysing and applying the material themselves.
• Deeper Understanding: By progressively increasing responsibility, GRR enables students to go beyond rote learning and build a deep understanding of concepts. 
• Real-World Application: In the independent phase, students practice applying knowledge to real-life contexts, enhancing their critical thinking and problem-solving abilities. 

Implementing an 'I do, we do, you do' model in the classroom 

Start Small: If your resource does not support the GRR model, start small, determine what is done well in a particular lesson, and if you can add something small to support the model with additional material (such as a learning activity or worksheet) to support the Guided Practice phase as an example. 

Be Flexible: Some students may need more support during the Guided Practice phase, while others may be ready to work independently sooner. Where possible tailor each phase to meet students where they are, immediate and corrective feedback where possible is a great support to focus teacher time where it is needed most, setting up flexi-groups etc. 

Encourage Reflection: Ask students to reflect after learning new information or skills. What challenges did they face? What went well? This reinforces learning and helps students prepare for future tasks. 

Q. What does this look like in the Pearson Mathematics series?

A.

"We support the 'I do' phase with a worked example and video walk-through to support the demonstration of the new skill to ensure that our students are not overly reliant on the teacher, especially if they are learning or reviewing independently in a flipped environment or at home with a parent or guardian.

The 'We do' phase is supported by the write-in worksheet-like pages of the Student Companion, designed with Guided Practice in mind, complete with a faded worked example and a small set of practice questions for each success criteria.  

The autocorrecting 'Check your understanding’ question set beside each worked example gives both students and teachers immediate and corrective feedback giving students the opportunity to move on to the 'I do' or Independent Practice phase at their own pace, which is accessible in both print and digital."

Conclusion 

The Gradual Release of Responsibility model is a powerful approach for helping students develop independence. By guiding students through “I do, we do, you do,” teachers create an environment where learners feel supported and equipped to tackle challenges. 

For teachers, GRR is a flexible, evidence-based method that can adapt across subjects. With thoughtful planning, it is an excellent way to encourage students to grow, reflect, and take ownership of their learning journey. 

Lindy Sharkey 

Mathematics Portfolio Manager at Pearson 

Lindy is our lead Mathematics Publisher, with over fifteen years’ experience in education, starting as a mathematics teacher. She has also previously been an author on Pearson Mathematics, Pearson Diagnostic (our digital assessment tool) and Pearson Queensland Senior Mathematics. She is a regular contributor to the development of assessment and curriculum for the VCAA, and is a columnist for The Mathematical Association of Victoria’s Vinculum. 

Suggested Reading

1. Australian Education Research Organisation (AERO) (2023). Evidence-Based Teaching Practices: A Framework for Educators. 
2. Fisher, D., & Frey, N. - Better Learning Through Structured Teaching: A Framework for the Gradual Release of Responsibility (2008). Fisher and Frey’s book offers an in-depth look at implementing the GRR model effectively. 
3. Vygotsky, L. S. - Mind in Society: The Development of Higher Psychological Processes (1978). Lev Vygotsky’s theories on scaffolding and the Zone of Proximal Development underpin the GRR model’s design. 
4. ASCD Articles and Resources (ongoing) - The Association for Supervision and Curriculum Development (ASCD) provides practical insights and summaries on instructional strategies like GRR. 
5. Edutopia - Gradual Release of Responsibility in the Classroom: A Systematic Approach for Successful Learning (2014). Edutopia features articles on GRR, offering practical examples and tips for classroom use.