1

Contents
Introduction p. 3
Models for teaching
• BSCS 5E Instructional Model p. 5
• Direct Instruction p. 7
• Experiential Learning p. 9
• Explicit Direct Instruction p. 11
• Five Episodes of Instruction p. 13
• Gradual Release of Responsibility p. 15
• Great Teaching Toolkit p. 17
• Making Every Lesson Count p. 19
• Mastery Teaching p. 21
• New Teacher's Companion p. 23
• Nine Events of Instruction p. 25
• Rosenshine's Principles of Instruction p. 27
• Student Learning That Works p. 29
Reference List p. 31 2
Introduction
Improving education is our national mission. Nothing is so essential as universal access to, and acquisition
of, the experiences, knowledge and skills and that our young people need for employment, lifelong learning and
active citizenship.

Schools should seek to develop a strong vision of learning and teaching which considers the ‘why’ and ‘how’ as
well as the ‘what’.

(Welsh Government, 2020)

It is widely accepted, and has been cited in much educational research, that the singular most powerful lever in raising
learner attainment is the quality of teaching.
The Education Endowment Foundation (2020) stated, 'Alongside targeted interventions, improving the quality of
teaching is the strongest lever schools have to improve pupil outcomes, particularly for disadvantaged students'.
It is also true that to support high quality teaching a number of educationalists have provided 'models' that suggest a
particular framework to achieve this.
These models can be very helpful in providing a framework for a school to ensure consistency of approaches to
teaching. They do however carry the risk of oversimplification of complex material or a surface level understanding of
the principles that underpin them, and thus they can lose their original intention.
3
There must be a clear understanding by all practitioners that high quality teaching is not a formula. Rather
that high quality teaching is:
• built on a clear understanding of pedagogy from leaders and practitioners;
• consistently applied across the schools;
• continually revisited for effectiveness;
• grounded in an understanding of why particular strategies have been trialled or are used;
• based on decisions that are directly linked to learner needs;
• research informed and evidence engaged, and
• linked to a clear and shared school vision which staff are empowered to realise.

This document has been designed to collate and share information on a range of models for teaching in a
readily accessible and comparable format to support school leaders and practitioners in making informed
decisions about their schools' consistent approach to high quality teaching for all practitioners.
A model should not be applied without considering the context in which each school operates, and it is likely
that a school will evolve a model/s as it applies it based on feedback from staff and learners about what works
In evaluation
well and education at
of least, what works
the impact is generally the wrong question, because most ideas that people have
on learning.
had work in some contexts but not in others. Put bluntly, everything works somewhere and nothing
works everywhere
(Wiliam, D. 2018)
4
Stage or 5E Instructional Model What the BSCS 5E Instructional Model is/does:
Phase BSCS • The five phases of the BSCS 5E Instructional Model are
designed to facilitate the process of conceptual change.
Engage Engage • The use of this model brings coherence to different teaching
interest strategies, provides connections among educational activities,
and helps science teachers make decisions about interactions
with students.
Set goals for
learning • Each phase of the model and a short phrase to indicate its
purpose from a student perspective are:
• Engagement - students' prior knowledge accessed and
Guide new Explore interest engaged in the phenomenon
learning • Exploration - students participate in an activity that
Explain
facilitates conceptual change
Consolidate Elaborate • Explanation - students generate an explanation of the
and reflect on phenomenon
learning • Elaboration - students' understanding of the
phenomenon challenged and deepened through new
experiences
• Evaluation - students assess their understanding of the
Applying new Evaluate phenomenon
learning
BSCS 5E Instructional Model
https://bscs.org/bscs-5e-instructional-model/ 5
Hubbell, E R., Goodwin, B., (2019)
 5 E Instructional Model
ENGAGE:
prior knowledge
accessed and
interest engaged in
the phenomenon EXPLORE:
participate in an
activity that
facilitates
conceptual change EXPLAIN:
learners generate an
explanation of the
phenomenon
ELABORATE:
understanding of
the phenomenon
challenged and
deepened through EVALUATE:
new experiences learners assess their
understanding of the
phenomenon
6
Stage or Direct Instruction
Phase Engelmann Direct Instruction (DI) is a model for teaching that emphasizes well-
developed and carefully planned lessons designed around small
learning increments and clearly defined and prescribed teaching
Engage Introduce new
interest concept/review prior tasks. It is based on the theory that clear instruction eliminating
learning misinterpretations can greatly improve and accelerate learning.

Set goals for Direct Instruction enables practitioners to identify and focus on
learning what students know, what they don’t understand yet, and where
they need additional practice or support.
Guide new Present content with
learning examples/non-examples There are five key philosophical principles and four main features of
DI.
Consolidate Student response
and reflect on Learners are placed and grouped at their skill levels and taught to
learning Teacher feedback mastery. Groups should be homogeneous with respect to learners’
current performance level, and these groups should be flexible in
order to incorporate different rates of student learning.

Applying new Independent practice

learning Englemann's Direct Instruction (DI)
https://www.nifdi.org
Hubbell, E R., Goodwin, B., (2019) 7
Introduce new concept/review prior learning.
Make these faultless through communication that
is logically flawless

Present content with examples/non-examples

Predict that the learner will learn the concept
conveyed by the faultless presentation.

Student response
Observe whether the learner actually learns
the intended concept or whether the learner Direct Instruction
has difficulty

Teacher feedback
The extent to which the learner does or does not
possess the mechanisms necessary to respond to
the faultless presentation of the concept.

Independent practice
Design instruction for the unsuccessful learner
that will modify the learner's capacity to respond
8
to the faultless presentation
Stage or Experiential Learning Kolb's Experiential Learning style theory is typically
Phase Kolb represented by a four-stage learning cycle in which the learner
'touches all the bases’:
Engage
interest 1. Concrete Experience - a new experience or situation is
encountered, or a reinterpretation of existing experience.
Set goals for
learning 2. Reflective Observation of the New Experience - of
particular importance are any inconsistencies between
experience and understanding.
Guide new Concrete experience
learning 3. Abstract Conceptualization reflection gives rise to a new
Reflective observation
idea, or a modification of an existing abstract concept (the
Consolidate Abstract conceptualisation person has learned from their experience).
and reflect on
learning 4. Active Experimentation - the learner applies their idea(s) to
the world around them to see what happens.

Applying new Active experimentation

learning
Kolb's learning cycle
Hubbell, E R., Goodwin, B., (2019) https://www.simplypsychology.org/learning-kolb.html 9
 CONCRETE EXPERIENCE
(doing / having an
experience)

ACTIVE EXPERIMENTATION Experiential Learning REFLECTIVE OBSERVATION

(planning / trying out what (reviewing / reflecting on
you have learned) the experience)

ABSTRACT CONCEPTUALISATION
(concluding / learning from the
experience) 10
Stage or Explicit Direct Instruction
Phase (EDI) Explicit Direct Instruction (EDI), an approach to learning
Hollingsworth & Ybarra based on the best research available, helps teachers deliver
effective lessons that can significantly improve achievement
Engage Activate prior knowledge
interest for all learners, including English language learners and
students with special needs.

Set goals for Learning objective EDI was developed by DataWORKS founders, Dr. Silvia Ybarra
learning and John Hollingsworth. EDI focuses on improving education
at the lesson level by incorporating a strategic collection of
Guide new Concept development instructional practices from the work of educational and
learning cognitive researchers such as Hattie, Rosenshine, Hunter,
Skill development Sousa, and Marzano.
Consolidate Guided practice
and reflect on In its most basic terms EDI teaches explicitly in small steps
learning Relevance ensuring that pupils achieve success.

Applying new Closure

learning
Explicit Direct Instruction
https://dataworks-ed.com/trainings/edi/
Hubbell, E R., Goodwin, B., (2019) 11
 Activate prior knowledge
Linking to prior learning

Learning objective
Transparent intentions and success criteria

Concept development
Explicit Modelling the why

Direct Skill development

Modelling the how
Instruction
Guided practice
Developing fluency & correcting errors

Relevance
Independent practice / use

Closure
Reviewing and assessing the learning from the lesson
12
Stage or Five Episodes of Instruction Five Episodes of Instruction
Phase Silver & Strong • Episode 1: Preparing Students for New Learning: Learning begins with
attention. Therefore, during this episode, teachers capture students'
attention and help students activate prior knowledge. Teachers also direct
Engage Prepare students for new students' attention to the learning to come by establishing clear learning
interest learning
targets
• Episode 2: Presenting/Acquiring New Learning: Learning requires focus.
Set goals for Teachers do more than present content during this episode; they help
learning students actively process the content and assemble information into big
ideas and important details.
• Episode 3: Deepening and Reinforcing Learning: Learners need opportunities
Guide new Presenting new learning
learning to consolidate learning. Therefore, during this episode, teachers engage
students in strategic practice to help them solidify their understanding of key
content and increase their mastery of new skills.
Consolidate Deepening and reinforcing • Episode 4: Applying and Demonstrating Learning: Learners further
and reflect on learning consolidate and extend learning by applying it. Therefore, during this
learning episode, teachers challenge students to demonstrate, synthesise, and
transfer their learning.
• Episode 5: Reflecting on and Celebrating Learning: This entire process is
Applying new Applying learning enhanced through active reflection. Teachers help students look back on,
learning learn from, and celebrate their learning—and their learning process.
Reflecting on and celebrating
learning Five Episodes of Instruction
http://www.ascd.org/ascd-express/vol13/Making-Lessons-Memorable-
Hubbell, E R., Goodwin, B., (2019) Designing-from-Two-Perspectives.aspx 13
 Episode 1: Preparing Students for New Learning:
Activate prior knowledge, establish clear learning
targets

Episode 2: Presenting/Acquiring New

Learning:
Help learners actively process the content
and assemble information into big ideas
and important details.
Episode 3: Deepening and Reinforcing Learning:
Engage learners in strategic practice to help them
solidify their understanding of key content and
increase their mastery of new skills.

Episode 4: Applying and Demonstrating

Learning: Teachers challenge students to
demonstrate, synthesise, and transfer their
learning.
Episode 5: Reflecting on and Celebrating
Five Episodes of Learning:
Teachers help learners look back on, learn from, and

Instruction celebrate their learning—and their learning process.

14
Stage or Gradual Release of The Gradual Release of Responsibility model or GRR model is a
Phase Responsibility particular style of teaching which is a structured method of
Fisher & Frey
pedagogy framed around a process devolving responsibility within
Engage the learning process from the teacher to the eventual independence
interest of the learner.

Set goals for Focus lesson This instructional model requires that the teacher, by design,
learning transitions from assuming "all the responsibility for performing a
task...to a situation in which the students assume all of the
responsibility".
Guide new Guided instruction
learning (“I do”)
The ideal result is a confident learner who accepts responsibility for
their own learning and directs this learning through the cognitive
Consolidate Guided instruction processes involved, moving through the academic spectrum, to
and reflect on (“We do”) independent choice (personalised learning).
learning
Productive group work
As Buehl (2005) stated, the GRR model, "emphasizes instruction that
mentors students into becoming capable thinkers and learners when
Applying new Independent learning handling the tasks with which they have not yet developed
learning (“You do”) expertise".
Gradual release of responsibility
https://en.wikipedia.org/wiki/Gradual_release_of_responsibility
Hubbell, E R., Goodwin, B., (2019) 15
 Gradual Release of Responsibility

Focus lesson Guided instruction Guided instruction Productive group work Independent learning

(“I do”) (“We do”) (“You do it together”) (“You do”)

16
Stage or Phase Great Teaching Toolkit Great Teaching Toolkit
Evidence Based Education The aim is to help teachers make better decisions about what
they can best do to improve their effectiveness.
Engage interest Four priorities are stated for teachers who want to help their
student learn more:
1. understand the content they are teaching and how it is learnt
2. create a supportive environment for learning
Set goals for Understanding the context
learning 3. manage the classroom to maximise the opportunity to learn
Creating a supportive 4. present content, activities and interactions that activate their
environment students’ thinking

Guide new Maximise the opportunity A model that comprises these four overarching dimensions, with
learning to learn a total of 17 elements within them. An ‘element’ is defined as
something that may be worth investing time and effort to work on
Consolidate to build a specific competency, skill or knowledge, or to enhance
and reflect on the learning environment.
learning There is no implication that the complexity of teaching can be
reduced to a set of techniques, but evidence suggests the best
route to expertise is likely to involve a focus on developing
Applying new Activate hard thinking competencies, guided by formative feedback in a supportive
learning professional learning environment.
Great Teaching Toolkit 17
https://www.greatteaching.com/
 Great Teaching Toolkit Activating hard
thinking

Structuring
Maximise opportunities
to learn
Explaining

Creating a supportive Manage time and resources

environment
Questioning
Interactions and relationships
Understand the content
Interacting
Deep subject knowledge Positive climate Clear, consistent rules and
expectations
Curriculum knowledge Embedding
Learner motivation
Assessment knowledge

Knowledge of strategies Climate of high expectations Positive reinforcement Activating

18
Stage or Making Every Lesson Making Every Lesson Count bridges the gap between research
Phase Count findings and classroom practice. Shaun Allison and Andy Tharby
Allison & Tharby
examine the evidence behind what makes great teaching and explore
Engage how to implement this in the classroom to make a difference to
interest learning. They distil teaching and learning down into six core
principles: challenge, explanation, modelling, practice, feedback and
Set goals for Challenge questioning, and show how these can inspire an ethos of excellence
learning and growth, not only in individual classrooms but across a whole
school.

Guide new Explanation Combining robust evidence from a range of fields with the practical
learning
Modelling wisdom of experienced, effective classroom teachers, the book is a
complete toolkit of strategies that teachers can use every lesson to
Consolidate Questioning make that lesson count. There are no gimmicky ideas here just high
and reflect on impact, focused teaching that results in great learning, every lesson,
learning every day.

Making Every Lesson Count offers an evidence-informed alternative to

Applying new Feedback restrictive definitions of great teaching, empowering teachers to
learning
deliver great lessons and celebrate high-quality practice.
Allison S. & Tharby A., (2015)
19
 Expert teaching requires…
Challenge
So that…
Learners have expectations of what they can achieve
Explanation
So that…
Learners acquire new knowledge and skills
Modelling
So that…
Learners know how to apply the knowledge and skills

Students engage in deliberate practice

Making Questioning

Scaffolding
So that…
Every Learners are able to think hard with breadth,
depth and accuracy
Lesson Feedback
So that…
Count Learners think about and further develop their
knowledge and skills 20
Stage or Mastery Teaching Mastery Teaching
Phase Hunter
A number of direct instruction strategies have been combined by Madeline
Hunter into a single, relatively comprehensive approach that she calls
Engage Anticipatory set mastery teaching (not to be confused with the related term 'mastery
interest learning').

What happens even before a lesson begins? Like many forms of teacher-
Set goals for Objective and purpose directed instruction, the model requires curricula and learning goals that
learning are tightly organised and divisible into small parts, ideas, or skills.

Once this analysis of the curriculum has been done, the Hunter's effective
Guide new Input teaching model requires making the most of the lesson time by creating an
learning
anticipatory set, which is an activity that focuses or orients the attention of
Modelling
students to the upcoming content.
Consolidate Checking for
and reflect on understanding Throughout a lesson, the teacher repeatedly checks for understanding by
learning asking questions that call for active thinking on the part of students.
Guided practice
As a lesson draws to a close, the teacher arranges for students to have
further independent practice. The point of the practice is not to explore
Applying new Independent practice
new material or ideas, but to consolidate or strengthen the recent
learning
Closure learning.
Mastery teaching
https://uk.sagepub.com/en-gb/afr/madeline-hunters-mastery-teaching/
Hubbell, E R., Goodwin, B., (2019)
book225807?id=51755 21
 Mastery teaching

Input:
Anticipatory set: Learning Explaining concepts
Short motivating objective: and skills
activity to focus Shared with
learners learners

Guided practice: Check

Independent Study: understanding:
Solidify skills and Demonstrating
skill or concept Multi level
knowledge questioning
with immediate
feedback
22
 New Teacher's Companion
Stage or New Teacher’s Companion Phase 1: Introduction
• Set a purpose. Introduce the key concepts, topic, main idea.
Phase Cunningham • Pull students into the excitement of learning.
• Make the learning relevant.

Engage interest Introduction Phase 2: Foundation

• Check on previous knowledge.
• Clarify key points.
• Focus on specific standards, objectives, goals.
• Check for correctness and add to background knowledge.
Set goals for Foundation • Introduce key vocabulary.
learning Phase 3: Brain Activation
• Ask questions to clarify ideas and to add knowledge.
• Brainstorm main ideas.
Guide new Brain activation • Clarify and correct misconceptions.
learning Phase 4: Body of New Information
Body of new information • Provide teacher input.

Consolidate Clarification Phase 5: Clarification

• Check for understanding with sample problems, situations, questions.
and reflect on
learning Practice and review Phase 6: Practice and Review
• Provide time for practice and review.

Phase 7: Independent Practice

Applying new Independent practice • Supervise students' independent practice.
learning Phase 8: Closure
Closure • Bring the lesson to closure.
New teacher’s companion
http://www.ascd.org/Publications/Books/Overview/The-New-Teachers-
23
Hubbell, E R., Goodwin, B., (2019)
Companion.aspx
 Phase 1: Introduction Phase 3: Brain
Phase 5: Clarification Phase 7:
• Set a purpose. Activation
• Check for Independent
Introduce the key • Ask questions to
understanding with Practice
concepts, topic, main clarify ideas and to
sample problems, • Supervise
idea. add knowledge. .
situations, students'
• Pull students into the • Brainstorm main
questions independent
excitement of learning. ideas.
• Make the learning • Clarify and correct practice.
relevant. misconceptions.

Phase 2: Foundation Phase 4: Body of Phase 6: Practice Phase 8:

• Check on previous New Information and Review Closure
knowledge. • Provide teacher • Provide time for • Bring the
• Clarify key points. input. practice and lesson to
• Focus on specific standards, review. closure.
objectives, goals.
• Check for correctness and
add to background
knowledge.
• Introduce key vocabulary. New Teacher's Companion 24
Stage or Nine Events of Instruction Nine Events of Instruction
Phase Gagné

Engage Gaining attention Robert Gagne was an educational psychologist who created a 9
interest step process called 'Events of Instruction'.
Set goals for Informing the learner of the
learning objective This model is a systematic process that helps educators and
instructional designers develop strategies and create activities
Guide new Stimulating recall of prerequisite for training sessions
learning learning

Presenting the stimulus material

Providing learning guidance

Consolidate Eliciting the performance

and reflect on
learning Providing feedback

Assessing the performance

Applying new Enhancing retention and transfer

learning Nine events of instruction
https://mylove4learning.com/robert-gagne-and-the-9-events-of-instruc
ion/ 25
Hubbell, E R., Goodwin, B., (2019)
 Nine Events of Instruction

Gain Stimulate Provide Provide Enhance

attention recall of guidanc feedback retention
prior e and
learning transfer

Inform Present Elicit Assess

learners of the performanc performance
objectives content e

26
Stage or Principles of Instruction
Rosenshine’s Principles of Instruction
Phase Rosenshine
1. Begin a lesson with a short review of previous learning.
2. Present new material in small steps with student practise after
Engage Begin a lesson with a short review of each step.
interest previous learning.
3. Ask a large number of questions and check the responses of all
Set goals for Present new material in small steps students.
learning with student practise after each step. 4. Provide models.
5. Guide student practice.
Guide new Ask a large number of questions and 6. Check for student understanding.
learning check the responses of all students. 7. Obtain a high success rate.
Provide models. 8. Provide scaffolds for difficult tasks.
Guide student practice. 9. Require and monitor independent practice.
10. Engage students in weekly and monthly review.
Provide scaffolds for difficult tasks.
Require and monitor independent Do the principles all apply to every lesson?
practice. It is very important not to think of the Principles as some kind of lesson
plan. Different lessons in a learning sequence will require a different
focus: some might have more explanatory modelling; more questioning
Consolidate Check for student understanding.
or more independent practice. You might have whole lessons of
and reflect
Obtain a high success rate. practice and whole lessons of teacher modelling and questioning. You
on learning
might not literally do ‘daily review’ every day. However, over a series
Applying Engage students in weekly and monthly of lessons that relate to a secure sequence, you might expect all
new learning review elements of the Principles to feature in some form.
Rosenshine’s Principles
https://teacherhead.com/2019/10/02/rosenshines-principl
Sherrignton, T. (2019) es-10-faqs/ 27
Begin a lesson Present new Ask a large Provide Guide
with a short material in number of models. student
review of small steps questions and practice.
previous with student check the
learning. practise after responses of all
each step. students.

Engage students Require and Provide Obtain a high Check for

in weekly and monitor scaffolds for success rate. student
monthly review. independent difficult tasks. understanding.
practice.
Rosenshine’s Principles of Instruction 28
Stage or Student Learning That Student Learning that Works
Phase Works
McRel A learning model would describe the learning process from
beginning to end—from the moment a new bit of knowledge first
Engage Become interested enters a student’s consciousness through the long and perilous
interest
journey it must take before finding a permanent home in their
long-term memory (Sousa, 2011). Such a model would help us to
Set goals for Commit to learning design effective learning experiences for all students. And, just as
learning important, if they’re not learning, the model can help us figure out
where the blockage or breakdown may be occurring—where the
Guide new Focus on new learning knowledge is getting lost on its journey.
learning
McREL propose not another framework, but a synthesis of the
science of learning into a model you can follow and apply right
Consolidate Make sense of learning away in your classroom. Not offered as the only way to teach, but
and reflect on
learning Rehearse and reflect rather as one way to develop more expert practice in your
classroom.

Applying new Extend and apply An important 'flip' happens when we design lessons around
learning learning not simply teaching
Student Learning That Works
https://www.mcrel.org/student-learning-that-works-wp/
Hubbell, E R., Goodwin, B., (2019) 29
 Become Interested:
Stimuli in out sensory register catch our
attention Commit to Learning:
We determine the stimuli worthy of
further attention

Focus on new knowledge:

We focus on new knowledge and skills
while they’re in our working memory
Make sense of learning:
Clustering and linking knowledge to
prior learning

Practice and Rehearse:

Repetition and retrieval to help us store
new learning in long-term memory
Extend and apply:
Apply new learning in novel meaningful
Student Learning that Works ways supports retrieval
30
Reference List
Allison, S. & Tharby, A. (2015). Making Every Lesson Count, Crown House Publishing Ltd, Wales

ASCD (2020). Making Learning Memorable, Available from

http://www.ascd.org/ascd-express/vol13/Making-Lessons-Memorable-Designing-from-Two-Perspectives.aspx
[Accessed 11 August 2020]

BSCS Science Learning (2020). BSCS 5E Instructional Model, Available from:

https://bscs.org/bscs-5e-instructional-model/ [Accessed 11 August 2020]

Cunningham, G. (2009). The New Teacher’s Companion: Practical Wisdom for Succeeding in the Classroom, ASCD,
Alexandria, VA

DataWORKS Educational Research (2020). Explicit Direct Instruction Workshop, Available from
https://dataworks-ed.com/trainings/edi/ [Accessed 11 August 2020]

Evidence Based Education (2020). Great Teaching Toolkit, Available from https://www.greatteaching.com [Accessed
11 August 2020]

Hubbell, E. R., Goodwin, B. (2019). Instructional Models How to Choose One and How to Use
31
One. McRel International, Denver.
Hunter, M. (2004). Mastery Teaching: Increasing Instructional Effectiveness in Elementary and Secondary Schools,
(Second Edition), Santa Susana Elementary School, Simi Valley, CA

McREL International (2018) White Paper: Student Learning That Works: How brain science informs a student learning
model, Available from https://www.mcrel.org/student-learning-that-works-wp/ [Accessed 11 August 2020]

My Love 4 Learning (2019). Robert Gagne and the 9 Events of Instruction, Available from
https://mylove4learning.com/robert-gagne-and-the-9-events-of-instruction/ [Accessed 11 August 2020]

National Institute for Direct Instruction (2020). The Gold Standard in Direct Instruction, Available from:
https://www.nifdi.org [Accessed 11 August 2020]

Sherrington, T. (2019). Rosenshine’s Principles in Action, John Catt Education Ltd, Woodbridge

Simply Psychology (2020). Kolb’s Learning Styles and Experiential Learning Cycle, Available from:
https://www.simplypsychology.org/learning-kolb.html [Accessed 11 August 2020]

Teacherhead (2019). Rosenshine’s Principles: 10 FAQs, Available from

https://teacherhead.com/2019/10/02/rosenshines-principles-10-faqs/ [Accessed 11 August 2020]
32
Welsh Government (2020). Curriculum for Wales, Available from:
https://hwb.gov.wales/curriculum-for-wales/introduction/ [Accessed 11 August 2020]

Welsh Government (2020). Curriculum for Wales, Available from:

https://hwb.gov.wales/curriculum-for-wales/designing-your-curriculum/implementation-and-practical-considerations
/#pedagogy
[Accessed 11 August 2020]

Wikipedia (2020). Gradual Release of Responsibility, Available from

https://en.wikipedia.org/wiki/Gradual_release_of_responsibility [Accessed 11 August 2020]

Wiliam, D. (2018). Creating The Schools Our Children Need, Learning Sciences International, West Palm Beach

33