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Purposeful Instruction: Mixing Up The “I,” “We,” and “You”
Author(s) -
Grant Maria,
Lapp Diane,
Fisher Douglas,
Johnson Kelly,
Frey Nancy
Publication year - 2012
Publication title -
journal of adolescent and adult literacy
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.73
H-Index - 49
eISSN - 1936-2706
pISSN - 1081-3004
DOI - 10.1002/jaal.00101
Subject(s) - mandate , frame (networking) , mathematics education , work (physics) , common core , mixing (physics) , pedagogy , core (optical fiber) , computer science , sociology , psychology , engineering , political science , mechanical engineering , telecommunications , law , physics , quantum mechanics
Abstract This article discusses the flexible nature of the gradual release of responsibility ( GRR ) as a frame for inquiry‐based science instruction. Given the mandate for the use of text‐supported learning (Common Core Standards), the GRR can be used to allow students to learn as scientists as they collaboratively develop testable questions and experiments that direct them to look at real‐world issues. Through various configurations of modeling, guided instruction, collaborative efforts, and independent work, teachers are able establish an environment where investigative inquiry learning thrives.

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