尽管逐步发布模型始于阅读理解研究，但该方法现在被认为是一种教学方法，可以帮助所有内容领域的教师从讲座和整个小组教学转向更加以学生为中心的课堂，使用协作和独立实践。使用逐渐释放责任的教师在课程开始时或引入新材料时仍将发挥主要作用。与所有课程一样，教师应该通过确定当天课程的目标和目的来开始。第一步（“我愿意”）：在这一步中，教师将通过使用模型直接指导概念。在这一步中，教师可以选择“大声思考”以模仿他或她的思维。教师可以通过展示任务或提供示例来吸引学生。这部分直接教学将为课程定下基调，因此学生的参与至关重要。一些教育工作者建议所有学生在教师建模时应该用钢笔/铅笔。让学生专注可以帮助可能需要额外时间来处理信息的学生。第二步（“我们做”）：在这一步中，老师和学生参加互动指导。教师可以通过提示直接与学生一起工作或提供线索。学生可以做的不仅仅是听;他们可能有机会进行实践学习。教师可以确定在此阶段是否需要其他建模。
英国白金汉大学Education proposal代写：阅读理解研究
Although the gradual release model begins with reading comprehension studies, it is now considered a teaching method that can help teachers in all content areas move from lectures and group-based teaching to more student-centered classrooms, using collaboration and independent practices. Teachers who use gradual release of responsibilities will still play a major role at the beginning of the course or when introducing new materials. As with all courses, teachers should begin by determining the goals and objectives of the day’s curriculum. The first step (“I am willing”): In this step, the instructor will directly guide the concept by using the model. In this step, the teacher can choose to “think loudly” to imitate his or her thinking. Teachers can engage students by presenting tasks or providing examples. This part of direct instruction will set the tone for the course, so student participation is crucial. Some educators recommend that all students use pens/pencils when modeling teachers. Focusing students can help students who may need extra time to process information. The second step (“we do”): In this step, teachers and students participate in interactive guidance. Teachers can work directly with students or provide clues by prompting. Students can do more than just listen; they may have the opportunity to practice. Teachers can determine if additional modeling is needed at this stage.