who came up with the gradual release of responsibility model
Gradual release of responsibility 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)[3] 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)."[3]:34
The Limits to Growth Criticism of LTG was immediate. Peter Passell and two co-authors published a 2 April 1972 article in the New York Times describing LTG as "...an empty and misleading work .... best summarized ... as a rediscovery of the oldest maxim of computer science: Garbage In, Garbage Out." Passell found the study's simulations to be simplistic, while assigning little value to the role of technological progress in solving the problems of resource depletion, pollution, and food production. They charged that all LTG simulations ended in collapse, predicted the imminent end of irreplaceable resources, and, finally, that the entire endeavor was motivated by a hidden agenda: to halt growth in its tracks.[17]