Bound Volume Number
Honors Capstone Project
Date of Submission
Prof. Kelly Chandler-Olcott
Prof. Patricia A. Moody
autoethnography, English education
Capstone Prize Winner
Won Capstone Funding
Other English Language and Literature
For this Capstone project, the success of using gradual release of responsibility as an everyday instructional framework is examined, using one Syracuse University English Education major’s experience as evidence. This project acts as an explanation for the learning that has occurred surrounding gradual release of responsibility in this student’s college experience. Using an autoethnographic approach allows for this student’s personal experiences to be regarded as strong data in order to better understand the larger experience of all Education majors working with the gradual release of responsibility framework in the School of Education at Syracuse University. This project also uses multiple genres in order to include artifacts and excerpts from the student’s various classes and teaching experiences in order to encourage readers to construct the message along with the student as she learns over the course of her college career.
This project concludes, after allowing the evidence and data to make the argument, with the student’s realization that gradual release of responsibility does not always work in the order that it was intended to. Sometimes, one must consider other teaching frameworks or simply rearrange the steps of the gradual release of responsibility instructional framework in order to create a lesson that will best work for the students and their learning needs. Simply put, one must learn to be flexible in their teaching and open to different approaches and manipulating instructional frameworks in order to best reach their students trying to learn a new skill.
Saltisiak, Julie Theresa, "Learning to Flip the Framework: A Multigenre, Autoethnographic Account of One Student's Experience with Gradual Release of Responsibility" (2015). Syracuse University Honors Program Capstone Projects. 868.
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