<Tr> <Td> </Td> <Td> This article may be too technical for most readers to understand . Please help improve it to make it understandable to non-experts, without removing the technical details . (June 2012) (Learn how and when to remove this template message) </Td> </Tr> <P> The gradual release of responsibility model or GRR model is a particular style of teaching which is a structured method of pedagogy framed around a process devolving responsibility within the learning process from the teacher to the eventual independence of the learner . This instructional model requires that the teacher, by design, transitions from assuming "all the responsibility for performing a task...to a situation in which the students assume all of the responsibility". The ideal result is a confident learner who accepts responsibility for their own learning and directs this learning through the cognitive processes involved, moving through the academic spectrum, to independent choice (personalised learning). As Buehl (2005) stated, the GRR model "emphasizes instruction that mentors students into becoming capable thinkers and learners when handling the tasks with which they have not yet developed expertise". </P> <P> While similar models have been identified and represented throughout the study and development of teaching and learning as a construct, it was Pearson & Gallagher (1983) who coined the phrase "gradual release of responsibility" to describe this dynamic in the classroom . Basing their model on the ideas of the Russian educational theorist Lev Vygotsky, Pearson and Gallagher envisioned instruction that moved from explicit modeling and instruction to guided practice and then to activities that incrementally positioned students into becoming independent learners . The teacher guides the students to a point of' planned obsolescence' on the part of the teacher "...where the student accepts total responsibility for the task, including the responsibility for determining whether or not she is applying the strategy appropriately (i.e, self monitoring)." </P> <P> One element which is crucial to the success of the GRR model is the notion related to' instructional scaffolding', which is grounded in Vygotsky's concept of the "zone of proximal development" (ZPD). This is described as the distance between the actual developmental level of a learner as determined by their independent problem solving abilities and the level of potential development through problem - solving under adult guidance or in collaboration with more capable peers . That is, the distance between what the children can do without assistance and what they can accomplish with the assistance of more capable peers . The zone of proximal development can be applied as an umbrella over the entire GRR model . Students are given support in the form of scaffolding and differentiate instruction throughout all four phases of the process . Teachers may offer more challenging material to high - achieving students, and assist lower - achieving students in needs - based groups . Teachers will support students as needed throughout all four steps finally allowing for the eventual independence of each student . The GRR model "...assumes that (the student) will need some guidance in reaching that stage of independence and that it is precisely the teacher's role to provide such guidance". </P>

Who came up with the gradual release of responsibility model