teaching & learning

Learning at Rosebud Secondary College reflects our College Purpose, which is:

  • To learn together in a safe and respectful environment.
  • To encourage self awareness, resilience and personal best.
  • To prepare each individual for their future pathway.

Our curriculum across all learning areas is delivered using the Gradual Release of Responsibility learning model.

This means that, in our classrooms, teachers lead and guide students through four distinct inter-related learning phases, with the end goal of developing confident learners who take responsibility for their own learning. How teachers’ and students’ responsibilities vary during the four phases of the Gradual Release of Responsibility learning model is briefly explained in the table below:   

Phase

Teacher’s responsibilities

Students’ responsibilities

Focused instruction

Establishes learning goals and purpose

Provides direct instruction

Models

Thinks aloud

Actively listens

Takes notes

Asks questions

Guided instruction

Works with students

Interactive instruction

Provides additional modelling

Checks, prompts, cues

Meets with needs-based groups

Works with teacher and classmates

Completes process alongside others

Asks and responds to questions

Collaborative learning

Moves among groups

Clarifies confusion

Provides support

Collaborates on authentic tasks

Works with classmates

Completes process in small group

Looks to peers for clarification

Consolidates learning

Independent learning

Determines level of understanding

Evaluates

Provides feedback

Works alone

Relies on notes, activities and classroom learning to complete task

Takes full responsibility for outcome

Using the Gradual Release of Responsibility learning model enables our teachers to design learning sequences that naturally engage a range of high impact teaching strategies central to the Victorian Government’s Framework for Improving Student Outcomes. By structuring lessons with a clear learning purpose, where skills are explicitly taught then scaffolded through worked examples and collaborative peer-supported practice, our teachers utilise evidence-based instructional practices that optimise learning for our students.