## ***Practice 1 - Direct Instruction*** ![[DirectInstruction.png]] Direct Instruction is a structured, teacher-led approach where skills are broken into small, sequenced steps and taught explicitly with modeling, guided practice, and independent practice. During reading instruction, this means clearly defining the skill, modeling it out loud for the student, and then guiding them through examples and practice work. | Pros | Cons | | ----------------------------------------------------------------------- | --------------------------------------------------------------------- | | Highly effective for students with disabilities and struggling readers. | Can feel rigid or repetitive to students. | | Strong research basis. | Requires significant training to properly implement in the classroom. | | Students always know what they're being taught removing ambiguity. | Limited room for student-led inquiry or creative engagement. | **** ## ***Practice 2 - Gradual Release of Responsibility (I Do/ We Do/ You Do*** ![[GRR.png]] The Gradual Release of Responsibility framework moves instruction from full teacher modeling to collaborative practice to independent student application. In reading instruction, this looks like a teacher modeling a decoding strategy, working through examples with the class, then having students apply that strategy on their own. | Pros | Cons | | ----------------------------------------------------------- | ------------------------------------------------------------------- | | Scaffolds learning naturally and builds student confidence. | Pacing is difficult to manage across a whole class. | | Adaptable across all literacy skills and grade levels. | Some students may not be ready to release at the same rate. | | Mirrors how expert readers develop over time. | Requires ongoing formative assessment to know when to move forward. | ****