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 each phase of the learning process, and breaking larger tasks into smaller, more manageable chunks.
Materialization: This strategy can be thought of as using physical objects to help faciliate and solidify student learning. I saw this tactic used VERY frequently in my Kindergarten practicum, and perhaps one of the most common examples of materialization is the use of manipulatives in Math lessons. In my own experiences, I have found that manipulatives are great for any age group, because they allow children to visualize the concepts that you are teaching them, and being able to see, touch, and explore the materials themselves allows for deeper experiential learning.
Private Speech: In the final stages of the GRR model, this takes the form of frequently monitoring one’s own learning through the use of mental directions, monitoring porgress, and self-coaching during difficult tasks. As adults, we do this instinctively, but younger children must be taught this skill explicitly, primarily through the use of think-alouds. During a think-aloud, teachers verbally model the types of phrases that indpendent learners say to themselves, and the sorts of tricks and techniques that they use so that over time, the students begin to build this capacity as well.