{"id":5799,"date":"2023-03-07T12:20:12","date_gmt":"2023-03-07T01:20:12","guid":{"rendered":"https:\/\/www.thebuzz.net.au\/ssc\/?post_type=article&p=5799"},"modified":"2023-03-07T16:15:16","modified_gmt":"2023-03-07T05:15:16","slug":"cooperative-planning","status":"publish","type":"article","link":"https:\/\/www.thebuzz.net.au\/ssc\/article\/cooperative-planning\/","title":{"rendered":"Primary Curriculum"},"content":{"rendered":"\n

Intentional, explicit and scaffolded<\/p><\/blockquote>\n\n\n\n

We plan for and provide differentiated support for new learning, skills and understanding. <\/h2>\n\n\n\n

The Gradual Release of Responsibility (hereafter, GRR) is a model of instruction in which the teacher is responsible for designing learning experiences that moves the learner from a state of dependence on the teacher\u2019s direct instruction to a phase in which students are able to perform a task independently. <\/p>\n\n\n\n

Pearson and Gallagher (1983) describe it as an instructional framework which purposefully shifts the cognitive load from teacher-as-model, to joint responsibility of teacher and learner, to independent practice and application by the learner. During this application phase students engage in the inquiry process. <\/p>\n\n\n\n

During the inquiry process students participate and become actively involved in the learning through investigating, questioning and collaborating with peers and the teacher. Students are exposed to a diverse range of teaching and learning materials to enhance the inquiry experiences. <\/p>\n\n\n\n

During this inquiry process the teacher monitors the ability of students to apply previously taught skills, scaffolds the learning, and assesses individual students through collaboration. <\/p>\n\n\n\n

Additionally, it is learner focused by the fact that we recognise that learners have different starting points and that learning is a highly individual process. We balance child-led and teacher-led learning in flexible ways. Through providing a diverse range of teaching and learning experiences students are able to engage in exploring, examining, inquiring, questioning, problem solving, investigating and discovering content across all key learning areas.  <\/p>\n\n\n\n

Below are some examples of Term 1 focus areas: <\/p>\n\n\n\n