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Todays tutorial was extremely engaging and also extremely important in learning about the concept of I DO WE DO YOU DO. During my stint, I observed my mentor using this with all her students during sessions and during the sessions I conducted I was able to put into practice this strategy.  My takeaway is all the different examples every group had and how to be creative

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I learned about I do, we do, you do which is am important skill. It could even be used during role play which is really interesting

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I learned about I do, we do, you do which is am important skill. It could even be used during role play which is really interesting

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Sharifah

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Different modes of delivery towards phonology. Learnt more on colourful synmatics too

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Sharing of techniques " I do we do" certainly a great take away for 1st lesson

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Even though it was tough to demonstrate phonics with our face mask on, everyone still put on their best efforts to try. Thank you Dr Elizabeth, my fellow group members and others for "teaching" me the strategy of I DO, WE DO, YOU DO!

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One thing for certain is that TG1 is blessed with an extremely passionate tutor who would definitely enthuse us throughout this module. Enabling us to construct and demonstrate the knowledge taught in tutorials through the I DO, WE DO, YOU DO strategy provides a platform for deeper engagement and sharing of ideas among students. I truly enjoyed learning from the many presentations!

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Today's lesson was fun and engaging. I had learnt from other groups on the different strategies that can be used to teach content, form and USE. This is something very new to me as I did not have a chance to encounter/teach dyslexic students in my T&L school or stint school. I Do, We Do, You Do is such a powerful activity that allows the students to gradually take responsibility of their own learning through demonstration (I Do), prompting (We Do) and practice (You do).

As I am not well versed in teaching phonics and content as I had more experience in other disorders/disability, I hope that through this module, I can be better in using the different strategies and with more practice I can be better at supporting dyslexic students.

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Today’s lesson was really fun and engaging! The strategy of teaching through ‘I Do, We Do, You Do’ has really taught me the process of scaffolding pupils with a proper flow. It is a great strategy of allowing pupils to gradually take responsibility of their own learning through demonstration ( I do) followed by prompts ( We do) and practice ( You do). I really hope to practise more on this strategy and be very familiar with this.

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I learnt one very important strategy which is the ‘I do, we do, you do’. I learnt how this strategy can be applied together with other strategies (in my case example vs non-example) to teach various topics (in my case vocabulary). I get to learn from other groups how to use the strategy in different contexts. It is interesting how this strategy can be applied to teach phonology, morphology, vocabulary and more. We also did oral practice by introducing, not ourselves, but our partners. A great way to get to know each other and do our oral practice at the same time. I enjoyed the session very much.

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Various ways to deliver and stratergise I do, we do and you do in a classroom setting.

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Explicit teaching is a fundamental to have effective learning. “I do, we do, you do” model provides demonstration, prompt and practice before learner’s independence.

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Dr Elizabeth had Expertly demonstrated what Effective Educators can strive for, in interaction with our students. The flow, the manner, the plan, the sharings by her and us, the start of a building of relationship was seen first hand by all of us, and more, through the first tutorial conducted.

Some key takeaways for me were:
1) Take care of different needs,
2) "Be a Practicioner at heart"
3) Always understand learner's perspectives
4) To start striving to be on same page as we soon will be seen as the "experts" when we are deployed in school in due time, thus to equip ourselves with all the knowledge and information we can
5) Need to be adaptable and yet clear on our objectives..
6) The incorporation of groups microteaching of "I do We DO, You Do, done with our new members was done as a good experience and expectation of learning from last lecture topics.
7)  and more.. !

Looking forward to continued fruitful learning in her tutorial and lectures.

Thank you!

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We were introduced to our tutorial group members and from here we are able to know each other’s strengths and able to learn from it.
I Do, We Do, You Do is a teaching strategy that is useful when introducing or teaching new topic.
In order for us to teach oral skills, we must first be comfortable and correct our pronunciation.

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It was an engaging tutorial. I had learn and understand better in terms of “I do, we do, you do” concept. I feel that by using this concept, students with learning difficulties will understand the lesson that we want to deliver to them. I also love the oral communication practice, it helped me to focus on the clarity of our speeches when we talk. I believe that by pronouncing accurately when speaking, it will help the student with learning difficulties to learn the words accurately, which also build up their language and literacy skills.

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It was a great session to get to know more course mates!

It was also great to see examples of how different different strategies can be used to teach different concepts. And there were also new things to learn even when some groups presented on the same concept.

During my stint I didn'nt have a chance to use I Do, We Do, You Do. So will take this chance to practice as much as I can!

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A very enriching lesson learning from my peers. Similar topics were delivered differently although still modelling I do, we do, you do.

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Munira

I find that the I Do, We Do, You Do way of teaching is very formative as it helps to scaffold the child's learning from teacher modelling (I Do) to teacher guidance (We Do)  to monitoring of the child's understanding and progress (You Do).

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I learnt many techniques presented today to explain certain concepts and like how we can see different ways of delivery methods showcased for the same set of concepts. It will certainly be useful for us when we do our withdrawal plans
It was my first time learning about colourful semantics and found it very interesting.

I like the I do, we do, you do method as students are thougtfully scaffolded and will not feel so intimidated when called upon.

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Today we had a rewarding lesson session on the demonstration of different oral language strategies using “ I do, We do and You do “. We got to see different group demonstrations and learn from them as well. Dr Ow encourage reminded us that when are back in school as AED LBS, we have to always remember that we are looked upon by Teachers as an expert in the subject matter that we are advocating or teaching and thus our core knowledge has to be strengthened. And whatever strategies we use or execute out to help a child alongside with the Teachers , it Is good to let the teacher or your reporting officer to be kept in the loop as well in order to prevent misunderstanding. That was one of the teachable moment that she had mentioned.

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Today we focus on oral communication and Dr Elizabeth get us to present a short demonstration of the different oral strategies to the class. It was interesting to see how creative and engaging the group presentation were which did give us a detailed explanation of how each strategies can be taught using I do We do and You do

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I love “I do, we do, we do”. It builds trust and confidence in a lesson.
Colour semantics and role play are two of the many powerful tools we can incorporate in our lessons.

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There is flow of teaching, which is through “I do”, “We do” and “You do”. We can start the momentum of learning through collaborative groups. Learning becomes less daunting and could actually be fun. Terms such as “Syntax” and “Morphology” could be remembered easily as we used group presentations to tackle the topics.

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I do we do and you do is a very important concept

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A quick assessment of oral fluency can be done through simple tasks like introducing your partner. It is by no means a definitive and conclusive assessment but it does provide a general observation to construct baseline.

I do, we do, you do is an important strategy to help pupils grasp content knowledge and many other skills. The gradual release of responsibility by the teacher and owning of task by the pupil can instil confidence in them. It also provides a clear example to pupils of what is required of them to attain the benchmark.

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Li Boon
It was a great session learning the different strategies and ways to teach oral language. I do, WE do, YOU do is a very important and effective strategy that i can use in the future when teach my students with learning difficulties.

I enjoyed interacting with my fellow course mates and learning many different and interesting ways to teach oral language from them.

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Different modes of delivery towards phonology. Learnt various synmatics too

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Oral language techniques are important to communicate effectively.

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There are different types of delivery mode to explain the concepts. Colourful semantics is a multi sensory way for students to form sentences