The term "at-risk" is used to identify children who, without support or assistance, will likely experience a negative school outcome. In other words, "at-risk" children are "at-risk" for struggling at school and getting overlooked or neglected by the educational system. This is because "at-risk" children possess one or more risk factors, which fall into one … Continue reading What does “At-Risk” Mean? “At-Risk” for what?
Aside from the GRR model itself, there are a number of related techniques that you can use in the classroom, as you assume the role of the More Knowledeable Other. They include: Scaffolding: This is a crucial componet in helping students develop more responsibility for their learning. It involves starting off with simple tasks, modelling … Continue reading How else can I incoroporate the Gradual Release of Responsibility Model?
As I'm sure I've mentioned in other posts, it can be hard to picture a theory being used in the classroom simply by reading about it. One of the many aspects of my At-Risk concentration courses that I appreciated the most is the fact that we were equipped with a variety of strategies to apply … Continue reading Some Self-Determination Theory-Inspired Teaching Tactics
Although I would not describe myself as a Visual Arts expert by any means, this past practicum block allowed me to become more confident in my abilities to teach Art to a group of students. My Associate Teacher and I decided that it would be fun to integrate Visual Arts with the 4 elements poetry … Continue reading Awesome Art Ideas: What Worked Well during my Practicum
As I've mentioned in a previous post, Resiliency Theory and Carol Dweck's work on Mindset has really resonated with me as a future educator. I believe wholeheartedly that resiliency is one of the key ingredients in overcoming any risk factor, and teachers can play a significant role in helping children to develop this trait over … Continue reading Mindset and Resilience: Some Strategies to try with Students
In my opinion, one of the most helpful components of my At-Risk concentration courses were our discussions of theory-related teaching strategies. While I do find educational theory to be incredibly interesting (and I can see the merits in many of them), I personally find it more useful to not discuss a variety of theoretical perspectives, … Continue reading Using Self-Regulated Learning Theory in the Classroom
Out of everything I had an opportunity to teach over my Winter practicum block, some of my favourite (and most successful!) lessons were my Literacy lessons which incorporated aspects of the Gradual Release of Responsibility Model. In the first half of my placement, my Associate Teacher asked if I could start a Poetry Writing unit … Continue reading Some Poetry Ideas: My Favourite Lessons from Practicum
The core idea behind the Gradual Release of Responsibility Model (GRR) is that responsibility for learning is relinquished to students in smaller increments over a period of time. The process of GRR usually begins with teacher modelling sessions (“I do, you watch”), followed by a joint effort between teachers and their students (“We do together”). … Continue reading The Gradual Release of Responsibility Model: A Brief Overview
The general principle of Dr. Ross Greene's Collaborative Problem Solving (CPS) theory is simple, but very powerful: “kids do well if they can.” In other words, all children are eager to learn and capable of academic greatness, assuming that there are appropriate resources and support systems available. In many cases, at-risk students, or children of … Continue reading Collaborative Problem Solving in a Nutshell
Out of all of the theoretical perspectives we have covered in my At-Risk concentration courses, my favourite has to be Resilience and Mindset Theory. The term “resilience” is the ability to adapt to challenging circumstances in one’s life, and referring to one’s self as an individual who is capable of overcoming adversity. Supporters of resilience … Continue reading Carol Dweck and Mindset Theory