Collaborative learning has shown to increase students’ participation and attitude towards a given subject area. The following study was designed to increase students’ attitude, engagement, and responsibility in a large enrollment chemistry course by utilizing a modified Gradual Release of Responsibility (GRR) model. GRR progressively transfers responsibility from instructor to the student and allows students to be more independent and help them address atypical problems. This method was implemented by initially placing all of the responsibility on the instructor using focused learning and guided instruction. As the course progressed students gradually shifted from lecture based learning to group work and collaboration, then finally, independent tasks. Students were assessed by the use of clickers to monitor their understanding and engagement, as well as surveys to determine their perception and attitudes on this specific style of teaching. Undergraduate peer mentors were utilized to help guide students throughout the lecture and during group work. This experience also simulated a smaller classroom style by allowing the students to interact with undergraduate teaching assistants (UTAs) to help guide them and clarify any misunderstandings. The ACS cumulative exam was used as a metric to measure the effectiveness of the GRR model compared to previous semesters that utilized a traditional teaching method.

Utilization of a modified gradual release of responsibility model in a large enrollment chemistry course

255th National Meeting (2018)

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