Synopsis of “Releasing Responsibility” by Douglas Fisher and Nancy Frey


SCENARIO: Students in a 4th grade class…8th grade…11th grade…walk into the classroom and the assignment is neatly written on the board:

Due at the end of the hour:
Read Part 12B and answer questions on page 123

Don’t we want our students to interact with the material and learn to be responsible for their own work? Solo work…assignments given where students individually engage with the subject matter should be planned and assigned well after the teaching process has begun. Once students have been “hooked,” teacher explanation has begun, notes have been given, modeling has taken place; then, students are ready for “independent” learning. In other words, Fisher and Frayer (2008) suggest a variety of teaching strategies must take place before we ask students to “read” and “do” on their own. “These supports include models of the kind of thinking they will need to do, access to academic language, peer collaboration, and guided instruction” (p.33). A study was referenced that showed teachers often ask students to take responsibility for the learning process “prematurely.” Many teachers assign homework because they run out of time in class. Independent work should be reserved for review and reinforcement of concepts –not new concepts. By planning steps in the learning process to define academic terms, facilitate student thinking through guided instruction, and collaborate ideas, students assume responsibility for their learning and gain confidence to take risks. This in turn scaffolds the process of student understanding before they complete tasks independently.

“Well-structured independent learning tasks are the ultimate way to build self esteem through competence…the purpose is to refine skills and become experts” (p. 37).


Reference: Fisher, D., & Fray, N. (2008). Releasing Responsibility. Educational Leadership, 66(3), 33-37.