如果一种教学概念的方法能够成功地为学生学习，那么一种方法的组合能否更加成功？嗯，是的，如果将示范和合作的方法结合到一种称为逐渐释放责任的教学方法中。逐渐释放责任这一术语源于技术报告（＃297）P.David Pearson和Margaret C.Gallagher的阅读理解指导。他们的报告解释了如何将示范教学方法作为逐步释放责任的第一步：“当教师承担完成任务的全部或大部分责任时，他正在’建模’或展示所需的应用一些策略“（35）。逐步释放责任的第一步通常被称为“我愿意”，老师使用模型来演示一个概念。逐步释放责任的第二步通常被称为“我们做”，并结合了教师和学生或学生与同龄人之间的各种合作。逐步释放责任的第三步被称为“你做”，其中学生或学生独立于教师工作。 Pearson和Gallagher通过以下方式解释了示范和合作相结合的结果：“当学生承担全部或大部分责任时，她正在’实践’或’应用’这种策略。这两种极端之间的关系是什么是从老师到学生逐渐释放责任，或者 – [Rosenshine]可能称之为’引导实践’“（35）。
If a method of teaching concepts can successfully learn for students, can a combination of methods be more successful? Well, yes, if the method of demonstration and cooperation is combined into a teaching method called gradual release of responsibility. The term gradual release of responsibility stems from the technical understanding (#297) reading comprehension guidance by P. David Pearson and Margaret C. Gallagher. Their report explains how to use the model teaching approach as a first step in the gradual release of responsibility: “When a teacher assumes all or most of the responsibility for completing a task, he is ‘modeling’ or demonstrating some of the strategies required for the application” (35 ). The first step in the gradual release of responsibility is often referred to as “I am willing” and the teacher uses the model to demonstrate a concept. The second step in the gradual release of responsibility is often referred to as “we do it” and combines the various collaborations between teachers and students or students and peers. The third step in the gradual release of responsibility is called “doing it”, where the student or student works independently of the teacher. Pearson and Gallagher explain the combination of demonstration and collaboration in the following ways: “When a student assumes full or most responsibility, she is ‘practicing’ or ‘applying’. What is the relationship between these two extremes? It is the gradual release of responsibility from the teacher to the student, or – [Rosenshine] may call it ‘guided practice’ (35).