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Rich Tasks vs. Gradual Release: Do We Have to Choose?
One of the most frequent questions we hear from district and school math leaders is:
“How do I convince math educators to shift from always using the Gradual Release model to lessons that begin with rich math tasks?”
This episode is inspired by a recent conversation with a district leader guiding a math task force. While some colleagues leaned on the Gradual Release of Responsibility model—“I do, we do, you do”—she wanted to prioritize curiosity, problem solving, and mathematical reasoning up front. The tension? Research on direct instruction, particularly Hattie’s work, is often…
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