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.
Would you vote for a toilet-to-tap initiative? Although the idea sounds revolting, you know how to build knowledge to answer this question. Students must be taught these same inquiry skills.
Grant M., Lapp D., Fisher D., Johnson K. & Frey N., 2012. Purposeful Instruction: mixing up the “I,” “We,” and “You”. Journal of Adolescent & Adult Literacy, 56(1), 45–55. doi: 10.1002/jaal.101. Article.
