Worked Examples and Gradual Release of Responsibility 

Worked examples are fully solved sample problems or model pieces of writing that show

each step or feature of quality work. Gradual release is the “I do, we do, you do”

approach where teachers model first, then guide practice, then move students to

independence. Used together, they help learners tackle new and complex skills without

becoming overwhelmed. 

Why this matters 

·         Students learn new procedures and complex tasks more efficiently when they first study clear models instead of immediately trying everything alone. 

·         Research on the worked example effect shows strong benefits for novice learners, especially in mathematics and problem solving. 

What it is 

•         Worked examples: fully solved sample problems or model texts that clearly show each step or key feature of quality work. 

•         Gradual release: moving from teacher modeling (“I do”) to guided practice (“We do”) to independent practice (“You do”) as students gain understanding. 

Key classroom moves 

•         Start new skills with at least one fully worked example; talk through each step and why it was chosen. 

•         Have students compare two worked examples (for example, one correct and one with a common error) and explain which is better and why. 

•         Move to partially worked examples where some steps are left blank for students to complete. 

•         Only after students are successful with support, assign independent practice with a reasonable number of problems. 

•         Use checks for understanding between each phase of gradual release to decide when to move on.  

Implications by grade 

Grades K–2

•         Model how to sound out a word, solve a simple addition problem, or write a sentence while thinking aloud. 

•         Use “we do” practice on the rug or at the board before asking students to try on their own papers or whiteboards. 

Grades 3– 5

•         Show full examples of good paragraphs, math solutions, or science explanations; highlight and label key parts together. 

•         Provide scaffolded practice pages where the first problems have all steps shown and later problems require more student work. 

Grades 6– 8

•         Use annotated examples of strong and weak work in writing, math, and science labs; ask students to justify ratings using criteria. 

•         Plan lessons around the I do → we do → you do structure, and resist skipping

•         quickly to independent work. 

Grades 9– 12

•         Provide mentor texts, model solutions, and sample lab reports; analyze them with students before major assignments. 

•         Use partial solutions on complex problems (for example, algebra, statistics, literary analysis) and ask students to finish or extend them. 

References 

Barbieri, C. A., Booth, J. L., Eyer, F., Lung, N., & Shelton, A. (2023). A meta-analysis of

the worked examples effect on mathematics learning. Educational Psychology Review, 35, 1 –38. https://doi.org/10.1007/s10648-022-09692-9