Fostering Independent Learning in Primary Classrooms

By : Frazer Brown

Independent learning is a crucial skill for students to learn in the primary years, and effective self-motivated learning will stand learners in good stead for their future. Over time, there have been many different opinions and strategies formed with the aim to foster independent learning for primary school students but all agree that it is vital that students begin to develop independence in their learning from a young age in order to build confidence, improve self-regulation skills and set a strong foundation for their life-long learning. For many reasons, independent learning is essential for academic success, and the Gradual Release of Responsibility (GRR) method is one approach that has been widely used since the 1980s.

The use of the GRR model has been applied in classrooms for decades and was based on Lev Vygotsky’s theory of the Zone of Proximal Development (ZPD). This method has also been referred to as ‘I do, we do, you do.’ The role of the teacher within the GRR model is temporary. As the child develops the skill that has been modelled, the teacher’s role becomes less and less as the child masters the skill. The teacher is always available to guide and provide extra scaffolding where required. The GRR model is typically broken into four progressive phases:

1. I do it (Focused Instruction) – The teacher models the task or skill, demonstrating the thinking and processes involved. This phase includes explanations, worked examples, and think-alouds. It sets the foundation by clarifying what success looks like.

2. We do it (Guided Instruction) – The teacher and students work through the task together. This is a highly interactive stage where learners receive feedback, ask questions, and try the skill with close support.

3. You do it together (Collaborative Learning) – Students work in pairs or groups to practise the skill with reduced teacher input. They begin to take more responsibility while still having the safety net of their peers.

4. You do it alone (Independent Practice) – At this point, the student is ready to perform the task independently. This stage solidifies learning and allows the student to demonstrate mastery.

This gradual release structure aligns closely with Vygotsky’s ZPD, where learning is scaffolded in such a way that students are supported just beyond what they can do alone, and then encouraged to reach independent competence. GRR allows teachers to tailor their support depending on each student’s readiness and ability, providing a personalised learning journey that builds confidence and autonomy.

In practice, using the GRR model in a primary classroom might look like a teacher first showing students how to plan a piece of writing (modelling a mind map and a paragraph), then guiding students through planning their own with prompts, followed by peer planning activities, and finally having students create independent drafts of their writing. This kind of structure not only supports the learning of content but also teaches learners how to think and approach problems independently.

While implementing the GRR model requires intentional planning and effort, it is a powerful strategy for fostering independence across subjects. Teachers who use this method consistently help students grow in their ability to reflect, problem-solve, and self-direct—skills that are essential not just for academic achievement but for life-long learning.

References:

The Instruction of Reading Comprehension.” Contemporary Educational Psychology, 8(3), 1983

Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press, 1978.

Metacognition and Self-Regulated Learning: Guidance Report. London: EEF, 2018.