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EI tip: EI is for key and critical content. So, if they need to know a formula and be able to use it, you need to be explicit and they need practice it. EI is not the only pedagogy though, there is: Indirect instruction, Interactive instruction and Experiential instruction.

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EI tip: EI is for key and critical content. So, if they need to know a formula and be able to use it, you need to be explicit and they need practice it. EI is not the only pedagogy though, there is: Indirect instruction, Interactive instruction and Experiential instruction.

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You do tip: make sure you give kids multiple repetitions of the skill or questions here. Being told how to swing a golf club once (I do), then having a few practice swings (the We do) won't lead to mastery

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You do tip: make sure you give kids multiple repetitions of the skill or questions here. Being told how to swing a golf club once (I do), then having a few practice swings (the We do) won't lead to mastery

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We do tip: you can differentiate here by starting with an easy example, moving to a moderate one, then ending on a hard one. 

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We do tip: you can differentiate here by starting with an easy example, moving to a moderate one, then ending on a hard one. 

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EI tip: be on the lookout for self-talk like, "We did this yesterday!" "I've said this five times!" All this tells you is that the information is not embedded in their long-term memory yet and they need more revisions/repetitions. 

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EI tip: be on the lookout for self-talk like, "We did this yesterday!" "I've said this five times!" All this tells you is that the information is not embedded in their long-term memory yet and they need more revisions/repetitions. 

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EI tip: a rough breakdown of the number of revisions required, before information shifts from short-term to long term memory, is: 3-5 revisions for high performers; 10-12 revisions for kids in the middle; 17+ revisions for the lower learners. (Note: that's not 17 revisions every lesson, it's 17 revisions overall.)

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EI tip: a rough breakdown of the number of revisions required, before information shifts from short-term to long term memory, is: 3-5 revisions for high performers; 10-12 revisions for kids in the middle; 17+ revisions for the lower learners. (Note: that's not 17 revisions every lesson, it's 17 revisions overall.)

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I do tip: if you are doing something like paragraph writing, be sure to model a whole paragraph before you jump to the audience. Emergent writers will need to see a full example, so resist going to the crowd too early here. 

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I do tip: if you are doing something like paragraph writing, be sure to model a whole paragraph before you jump to the audience. Emergent writers will need to see a full example, so resist going to the crowd too early here. 

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We do tip: make sure you do at least three examples here. One example is not enough for the kids who struggle - they will need a few goes before they can do it.

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We do tip: make sure you do at least three examples here. One example is not enough for the kids who struggle - they will need a few goes before they can do it.

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You do tip: be sure to differentiate in this section. This can be done with a simple three column table consisting of easy/medium/hard work. You can tile the columns things like 'Mild, Medium, Spicy' or 'Must, May, Might.'

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You do tip: be sure to differentiate in this section. This can be done with a simple three column table consisting of easy/medium/hard work. You can tile the columns things like 'Mild, Medium, Spicy' or 'Must, May, Might.'

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I do tip: wherever possible, use recall strategies to help students simply the topic e.g. rhymes, acronyms, mnemonics.

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I do tip: wherever possible, use recall strategies to help students simply the topic e.g. rhymes, acronyms, mnemonics.

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EI tip: you can cycle through I/We/You do a number of times in one lesson. They can be short and sharp to help retain student attention.

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EI tip: you can cycle through I/We/You do a number of times in one lesson. They can be short and sharp to help retain student attention.

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EI tip: use consistent language so that students can internalise it. So, don't call it a 

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EI tip: use consistent language so that students can internalise it. So, don't call it a 

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You do tip: you want around 80% of kids to be able to do the work independently in this phase. Any less, and you need to do more in the We do.

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You do tip: you want around 80% of kids to be able to do the work independently in this phase. Any less, and you need to do more in the We do.

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We do tip: gradually fade the scaffolding. This means on your first example, have all the elements on display. On your next example, remove one item and check their understanding. Continue this until they remember everything without scaffolding, but remember to do this gradually. 

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We do tip: gradually fade the scaffolding. This means on your first example, have all the elements on display. On your next example, remove one item and check their understanding. Continue this until they remember everything without scaffolding, but remember to do this gradually. 

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I do tip: break the topic down into manageable steps. This helps reduce student cognitive strain. Bite size pieces help them digest the information easier.  

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I do tip: break the topic down into manageable steps. This helps reduce student cognitive strain. Bite size pieces help them digest the information easier.  

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An Explicit Instruction lesson consists of three things: 1) An I do, where the teacher models how to do something; 2) A We do, where the teacher checks for understanding on what was just taught; 3) A You do where kids get multiple repetitions on what has been taught. There needs to be line of sight between the I-We-You parts otherwise it is not an EI lesson. 

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An Explicit Instruction lesson consists of three things: 1) An I do, where the teacher models how to do something; 2) A We do, where the teacher checks for understanding on what was just taught; 3) A You do where kids get multiple repetitions on what has been taught. There needs to be line of sight between the I-We-You parts otherwise it is not an EI lesson. 