Collaboration and Gradual Release of Responsibility

           Both Children’s Language by Judith Lindfors and Johnson and Keier’s Catching Readers Before They Fall discuss the teaching strategy of pushing the child towards independent success by gradually removing supports.  Both strategies are inspired by Vygotsky’s zone of proximal development (Johnson and Keier, 2010, p. 31) (Lindfors, 2008, p. 52).  Johnson and Keier refer to their teaching model as a gradual release of responsibility while Lindfors’ similar model is called collaboration.

In Catching Readers, the strategy that Johnson and Keier emphasize is that “in teaching with the gradual release [of responsibility] model, teachers must constantly keep independence as their goal. This means after modeling and shared demonstrations, the teacher must back off the supports, lessening the amount of help” (Johnson & Keier, 2010, p. 43).  Lindfors also helps her students strive towards independence. She is thrilled when the children obtain ownership of their reading and writing. She discusses her collaboration experience with Melanie in they would look at the book Gossie together. First, Lindfors read the entire book, and then the teacher and child took turns reading pages (Lindfors, 2008, p. 59). The teacher notes that lastly, Melanie “could read “my” pages, too, and I was able to remove myself from the collaboration” (Lindfors, 2008, p. 59). In both models, heavy support is provided at first, but it lessens until no support is necessary. The overarching goal is for the child to absorb knowledge and skills through modeling, guided practice, and independent practice until the action becomes effortless.
        The teaching models give power to the child in that he or she decides how much support is needed. Collaboration and gradual release are tailored to the individual. In both models, it often necessary to “gear up and down the levels of support based on what the child is doing” (Johnson & Keier, 2010, p. 43). The teacher cannot force understanding onto a child and must support and respond to their needs. Nothing is attempted before a child is ready or in the zone of proximal development.

References:

Lindfors, J. W. (2008). Children's language: Connecting reading, writing, and talk. New York, NY: Teachers College Press. 

Johnson, P. & Keier, K. (2010). Catching readers before they fall: Supporting students who struggle, K-4. Portland, MN: Stenhouse Publishers.

Picture:
Department of Foreign Affairs and Trade (Australian Government) 

Children at Buk bilong Pikinini (books for children). Port Moresby, Papua New Guinea.