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2018 STARTALK Spring Conference

Facilitating a Learner-Centered Classroom By

Implementing Model of Gradual Release of Responsibility in Language Instruction

By Professor Lifeng Hu

Gradual Release Responsibility:

I (Teacher) do We ( T & S) do it together You(S & S) do it together

You (S) do it alone

Why is the GRR model effective?

Intentionally planned and intricately-designed learning sequence.

Modeling: I do Input: I do Forced choice output/ output:

We do it together Scaffolded communicative activities (Application/

Review/Recycling): You do it together & You do it alone

Instructional Activities at different stages (use with permission from Dr. Serafima Gettys)

Modeling Input Forced choice output Output Scaffolded communicative

activities

Note: before moving to the next activity (e.g. from input to forced-choice output), make sure the majority

of students are able to do the activity effortlessly

Common mistake 1: Very few activities

Common mistake 2: Skipping a stage altogether

Common mistake 3: moving to the next stage without making sure that most students are able to easily

perform at the previous stage

Modeling There should be at least 1 or 2 modeling activities. Make sure you have all students’ attention and they do

not repeat or write down anything. Note that students do not speak yet at this stage.

Modeling with pictures Examples:

1. Watch and listen as I say how old I am on behalf of the people in the pictures (the age is indicated

in numbers underneath each picture)

2. Watch and listen as I say the names of the food on the pictures one by one.

3. Watch and listen as people in the pictures say in what country (state, city, town) they

live/study/work (each picture on the slide should have a caption indicating the place)

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Modeling with gestures I am going to say these expressions in Chinese: it’s cold, it’s hot, it’s cloudy, it’s sunny. I will

accompany them with gestures. Try to guess which of these expressions the gesture indicates.

Input activities 1. Yes, No: Thumbs up, Thumbs down

2. Choices: Point to/show the corresponding pictures/gestures

3. Opinions in TL/ With Gestures

4. Written Input

Common mistake 1: skipping input activities and doing forced-choice or other activities instead

Notes: Input activities follow modeling. When introducing new language items, be it words or

constructions, you should have two types of input activities: oral input (2-3 activities, both individual and

group input) and written input (at least 1 activity). Written input follows oral input. Note that you do not

require students to say the new language items yet at this stage.

During input, students do not repeat or try write down anything to prevent divided attention at the stage of

memory encoding. They should not write down anything either. Ensure everybody’s attention.

Oral input with pictures/Gestures 1. Thumbs up, thumbs down (Group Input)

I (i.e. teacher) will point to the picture. You (i.e. students) will hear a phrase. If the phrase

corresponds to the picture, raise your thumb, if not show the thumb down.

2. As I say the name of a food in (Target Language), you raise the matching picture.

3. One of you will come to the board. You will hear a word/phrase/sentence in TL. Point to the

corresponding picture.

Teacher: I like to ski

The student points to the picture representing skiing (repeat with 2 or 3 students).

4. Oral individual input with gestures

Ask one student to stand up. As you say a phrase indicating weather expressions (adjectives good,

bad, beautiful, cold, hot etc.), the student shows the corresponding gesture that you introduced in

modeling (repeat with 2 or 3 students)

Opinions in TL/ With Gestures

1. You will hear a phrase indicating activity people do in their free time. Say how often you engage

in this activity by saying one of these words. (Note: the words for frequency below have to be

already learned. Students are not producing any new language items at this stage yet)

Often

Rarely

Almost never

Hardly ever

Never

2. You will hear the name of a food and its price. Respond by saying if it’s a reasonable, low or

expensive price.

3. You will hear the name of a food. Respond by raise your thumb if you think it is delicious, if not

show the thumb down.

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Written Iput:

1. Underline and read sentences that apply to you

For example:

I don’t have a brother

I have one brother

I have two brothers

I have three brothers

2. Which of the following statements do you agree with? First underline and then read them out

loud (you may want first have students read the statements they agree with to their partners or

have them mingle and read the statements they agree with to different classmates)

It’s a cold day today

It’ not a very cold day today

It’s a warm day today

It’s a hot day to day

It’s a windy day today etc.

3. Select and read what applies to you

I (do not) like dumplings.

I (do not) like soy milk etc.

Forced-choice output

In forced choice output, students begin to meaningfully produce new language items while they are still in

their working memory. They begin to produce new language items with support from teacher.

Forced-choice oral output with pictures

Example:

I will point to one of the pictures on the slide. You will hear two words. Repeat the one matching the

picture.

For example:

Teacher (pointing to the picture of spring): spring or winter?

Students: spring

Forced-choice oral output with gestures

I will show a gesture and you will hear two words. Repeat the one matching the gesture

Forced choice oral output without visual support

1. You will hear two words indicating musical instruments. Repeat the one you like to listen to

better.

For example:

Teacher: violin or guitar?

Student 1: violin

Teacher: violin or guitar?

Student 2: guitar

2. You will hear two words indicating what people usually eat or drink for breakfast. Repeat the

one you would prefer

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Teacher: scrambled eggs or omelet?

Student1: omelet

Teacher: scrambled eggs or omelet?

Student 2: omelet etc.

3. Which of the two dishes is better for you?

For example:

Teacher: cake or salad?

Student: salad

Forced choice written output

1. Underline the word indicating which of the two classes you would rather take:

Biology or math

Chemistry or physics etc.

2. Read the days of the week in correct order

Friday

Thursday

Monday

Wednesday

Tuesday

Saturday

Sunday

3. Read the question and select correct answer

What is the biggest country in the world?

USA

CHINA

RUSSIA

Output At this stage students retrieve the target construction from memory based on cues

Picture cues

1. I will point to the picture, say the corresponding phrase

2. Introduce yourself on behalf of the people in the pictures (the names are indicated by the

captions beneath the pictures)

For example:

Teacher points to the picture of a woman. The name underneath the picture is Priscilla

Student: My name is Priscilla

3. Name all dishes in the pictures

Gesture clues

1. I will show a gesture. Say the corresponding expression.

Oral cues

1. As I say that I like to have certain food item for breakfast. Respond by saying if you too like them

or do not like them.

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Scaffolded Communicative Activities At this point, students should be able to use the target construction in a communicative, meaningful, most

often personalized, and real-world context. This is the stage where the new construction should be

integrated with those learned earlier.

Examples:

Activity 1: Venn Diagram

Activity 2: Information Gap

Activity 3: Learning from each other

Each student will have two pictures of food s/he likes with him/her. Each will ask their partner:

“What is this?”(Pointing at the picture). If the partner doesn’t know (“I am sorry, I don’t know”),

they will tell them what it is (“This is fried rice” in target language). If the partner knows and says

it in TL, she/he will say “correct” and then move onto another partner. Continue doing it until the

teacher says stop.

Activity 4: Interview/ Survey

A. Circulate the classroom and find out what food your classmates like by asking….

Name of the classmate Name of Food

name 1 Sandwiches, fried rice

name 2 ,,,

B. Go around the class. Find out a person who can do this

Play flute

Play clarinet

Play guitar

Play piano

Name of the

student

flute clarinet guitar piano

N.

X

C. Circulate the classroom and find out what time your classmates usually have breakfast

Name of the classmate Time when he or she has breakfast

name 1 8 am

name 2 ,,,

Activity 5: Monologue (integrate new construction with older constructions):

Say if you have free time and if not explain why (I work and attend school, I am very busy etc.)

Say on what days you (sometimes) have free time.

Say what you like to do in your free time.

Name three activities you usually do in your free time

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Name one activity that you rarely do but like to do etc.

Activity 6: Alternative identity

A. Each student receives a picture of his or her imaginary host family. They have to introduce them

to their partner (or whole class)

B. Alternative identity. Each student receives brief facts about his/her new identity and introduces

himself/herself.

Name: Jose

Age: 39

Occupation: teacher

Marital status: married

Wife’s name: Maria

Activity 7: Projects

Example:

You are making a short video to introduce yourself to your host family in Taipei. Say a few

things about yourself to let them get to know you, including your name, where you live, what

kind of town it is, what you like to eat, drink and do.