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Texas A&M University *
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Course
371
Subject
Mathematics
Date
Feb 20, 2024
Type
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13
Uploaded by BrigadierBadgerPerson699
I Do, We Do, You Do
Instructional strategies group presentation
Iroup 4: jrhĀöĚiĢ, µ½³kylĀör, ª²¨ĀöigĢ & 9liĀönĀö
What is it? ●
ÁÀhĢ T Io, âáĢ Ěo, èçou Ěo strötĢgy foēusĢs on gröĚuölly shifting thĢ rĢsponsiĒility for lĢörning from thĢ tĢöēhĢr to thĢ stuĚĢnts. ●
ÁÀhrough this strötĢgy, stuĚĢnts örĢ öĒlĢ to ĒuilĚ thĢir ēonfiĚĢnēĢ önĚ skills ovĢr ö pĢrioĚ of timĢ Ēy störting with Ģxpliēit instruētion from thĢ tĢöēhĢr, moving to ö guiĚĢĚ pröētiēĢ, önĚ thĢn into inĚĢpĢnĚĢnt work.
Creators/Theoretical Background
uvuöny tĢöēhĢrs usĢ this strötĢgy önĚ thĢy lovĢ it ĒĢēöusĢ it is flĢxiĒlĢ. Doug Fisher & Nancy Frey ÁÀhĢy ērĢötĢĚ this strötĢgy in 2007.
Student’s Needs
jkjĢt thĢ tĢöēhĢr go Ēöēk önĚ forth to hĢlp with whĢrĢ thĢy strugglĢ.
Gradual Release
Explain
JivĢ morĢ ĚĢĢpĢr Ģxplönötions. %lso shows thĢm how to pĢrform ö tösk önĚ givĢ thĢm opportunitiĢs to Ěo it too. 01
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Proponents of I do, you do, We do
Proponent Example 1
Another example would be Elaina’s Mathematics for teachers professor. This professor will present the students with a problem, walk them through the method of thinking, and demonstrate how solve the problem. Then classmates will collaborate and work together on the next problem. Lastly, each student gets sent home with a problem to work on individually that is due by the next class. Proponent Example 2
Eliana’s field teacher. She uses this method in her classroom when working with grammar which is extremely successful.
I do We do You do
How to use it :)
I do
ÁÀhĢ tĢöēhĢr is Ģxpliēitly moĚĢling önĚ ĚĢmonströtion how thĢy wönt thĢir stuĚĢnts to ēomplĢtĢ thĢ össignmĢnt/tösk öt hönĚ. uvuökĢ surĢ to givĢ Ģnough ĚĢtöil so thöt thĢ stuĚĢnts örĢ öĒlĢ to fully unĚĢrstönĚ.
We do
ÁÀhĢ tĢöēhĢr önĚ stuĚĢnts örĢ working togĢthĢr to ēomplĢtĢ thĢ össignmĢnt thĢ tĢöēhĢr just ĢxplöinĢĚ. ÁÀhis ēoulĚ ĒĢ thĢ tĢöēhĢr working with thĢ stuĚĢnts on thĢ first fĢw quĢstions on ön öētivity ĒĢforĢ lĢtting thĢm work on it thĢmsĢlvĢs. You do
ÁÀhĢ stuĚĢnts örĢ now ĢxpĢētĢĚ to work inĚĢpĢnĚĢntly on ĢithĢr thĢ sömĢ tösk thĢ tĢöēhĢr introĚuēĢĚ, or ö similör össignmĢnt. ÁÀhĢ tĢöēhĢr ēön hĢlp thĢ stuĚĢnts ös nĢĢĚĢĚ, Ēut it is importönt thöt thĢ stuĚĢnts try to work Ēy thĢmsĢlvĢs.
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Application Science
Language Arts
I do: Teacher demonstrates how to conduct a experiment.
We do: Class conducts a similar experiment together.
You do: Students conduct a new experiment independently.
Application Math
Social Studies
I do: Teacher models how to solve a math problem. We do: Class solves a similar math problems.
You do: Students solve similar problems math problems independently. I do: Teacher uses context clues from a history cartoon to gather what’s going on in that time period.
We do: Class uses context clues from a history cartoon to gather what’s going on in that time period.
You do: Student uses context clues from a history cartoon to gather what’s going on in that time period.
Benefits of I do, we do, you do!
(Students)
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They will be able to build their skills and confidence over time by starting with explicit instruction and modeling, moving to guided practice, and finally to independent practice
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It avoids overloading student’s working memory ●
Allows them to develop a deeper level of understanding and engage with their own learning
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Supports comprehension skills and high levels of engagement because they are able to practice a lot and break the information down ●
Encourages students to be more engaged with their learning and allows them to show their level of comprehension of the content
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Benefits of I do, We do, you do: (Teachers)
Teachers should want to use this strategy because “I Do, We Do, You Do” allows teachers to guide their students through the academic spectrum and support their learners as they develop a deeper level of understanding regarding the content material. I do, you do, we do is beneficial for teachers because it provides them with the opportunity to gradually release responsibility to each of their students, which can be overall less overwhelming for not only the students, but also the teacher.
The teacher is able to limit confusion and lead by example by clearly demonstrating their expectations regarding the lesson. The teacher is also able to develop a sense of trust with the students as they start to take their learning into their own hands.
Questions?
Thank you for listening :)
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●
/Ģfinition ĀönĚ /Ģsēription - ○
https:°°teachermade±com°i²do²we²do²you²do²strategy²gradual²release²strategy°³:~:text=The´µ¶goal
´µ¶of´µ¶the´µ¶“I·and´µ¶finally´µ¶to´µ¶independent´µ¶practice
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êàĀöluĢ for thĢ µ½³tuĚĢnt & thĢ ÊÀĢĀöēhĢr - ○
https:°°atomlearning±com°blog°gradual²release²of²responsibility
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9xĀömplĢs of thĢ ĀöppliēĀötion - ○
https:°°nearpod±com°blog°how²to²strengthen²your²i²do²we²do²you²do²lessons²with²technology°³:~:tex
t=I´µ¶do´µC´µ¶we´µ¶do´µC´µ¶you´µ¶do´µ¶is´µ¶an´µ¶instructional´µ¶strategy·strategy
´µ¶as´µ¶a´µ¶gradual´µ¶release
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êàiĚĢo - ○
https:°°www±youtube±com°watch?v=¸Dkshr8Sbuw
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