At Somerville Rise Primary School teachers implement  the Gradual Release of Responsibility Instructional Model, enabling a balance between focused instruction, differentiated guided instruction, collaborative learning, independent practice and feedback.

The Gradual Release of Responsibility will be utilised according to the needs of individuals and groups of students. This release may occur over a lesson, a day, a week, a month or a year (Fisher & Frey, 2013).

I do…

• Learning Intention and Success Criteria determined by the teacher
• Teacher modelling using worked examples of what to do and how to do it, verbalising academic language, thinking and strategic steps required out loud for students to hear
• Skills and knowledge are explicitly taught using step-by-step instruction

We do…

• Students have a chance to work together using academic language
• Teacher checks for understanding, monitors learning and corrects errors or misconceptions using questions, prompts and cues
• when students start to demonstrate proficiency they move to independent practice

You do…

• students practise independently
• teacher works with individuals or small groups of students who need more support (moving back to I do or You do depending on the needs of the students

It does not matter which order the parts of a lesson is presented in. Whilst some lessons will start with I do then move onto We do and You do, other lessons may be in a different order depending on the  purpose of the lesson. Students and Teachers may move between I do, We do and You do depending on their individual needs. Every part of the model should be present in every lesson.