Originality/value of paper – This chapter details the methods one expert teacher used to make her own learning the object of inquiry, simultaneously developing the insights and the strategies she needed to mentor students. It describes how Ann infused the GRR into planning and instruction to create learning experiences that insured student success, even if only at incremental levels. Ann’s methods can thus become a model for other teachers who wish to enhance their students’ learning of science language and concepts through infusion of literacy activity.
Hayden, H.E. (2019), "“See, You Can Make Connections with the Things You Learned Before!” Using the GRR to Scaffold Language and Concept Learning in Science", McVee, M.B., Ortlieb, E., Reichenberg, J.S. and Pearson, P.D. (Ed.) The Gradual Release of Responsibility in Literacy Research and Practice (Literacy Research, Practice and Evaluation, Vol. 10), Emerald Publishing Limited, Bingley, pp. 189-204. https://doi.org/10.1108/S2048-045820190000010012
Emerald Publishing Limited
Copyright © 2019 Emerald Publishing Limited