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I do, We do, You do is a strategy I find to be useful in the classroom. Student's can easily check out if we stand in front of the room and talk to them for an entire period. By modeling it for the students first, it gives them an idea of what exactly we are looking for when completing a task. Us doing it together gives them the opportunity to try it but receive feedback while doing it. Letting them go off on their own means they have the chance to discover answers on their own and grow as independent learners.

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The illustrations in the book could almost stand alone. They are so strong and meaningful that they don't need the words. With that being said, the words add so much detail and thought to the illustrations. The story is so easy to make connections to as well that it could reach a lot of students, no matter what stage of life they are in.

Anita:

She said we don't give enough practice, which I feel is true, but how do we give as much practice as is needed for all skills while making time to teach all the skills we have to teach students? This is just a reflection question that I always think about. Even if it is something we cannot necessarily fix in education, how can we start to change it?

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I like how the video says that resistance isn't necessarily bad. Changing our mindset and thinking of it more as a fear or confusion when it comes to change can definitely be useful.

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The literacy specialist that I shadow said something similar during our interview - that resistance was usually just fear. She stressed that she approached individuals who exhibited "resistance" without judgement or evaluation and that she would take her time to talk about new strategies, show them relevant data that showed it worked, but never expected to see a change in attitude overnight.

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I find it very important to go through the different stages of the "I do, We do, You do" when talking about explicit instruction. As the video stated, many students don't respond well to searching for answers on their own, especially if they have no clue what is going on. Explicit instruction is crucial in teaching new ideas or skills. I feel like once a topic is taught and developed, that is when exploration can occur.

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I keep thinking about the role of practice. I often consider guided practice, but not really deliberate, spaced, and retrieval practice. I did once have a mentor who said that a good lesson is 90% review. I think we need to carefully disguise the practice in the form of games, etc.

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I really like the way the video supported explicit instruction. My current department chair frowns upon explicit instruction. However, when teaching writing for the NYS Regents exams, explicit instruction is imperative. The "I do" "You do", "We do" model allows students to learn skills. I also like how she described instruction as a continuum. Oftentimes, we get caught up in designing lessons that are interactive and inquiry-based before we make sure that students have the foundational skills. Both explicit instruction and inquiry-based learning have value and should be utilized together to support student growth.

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I liked how Anita brought up the I do, we do, you do strategy. I use a lot when I am in the younger grades and it works very well. Being able to first just show the students what to do, then having them do it with you so that they feel like they have some guidance, and then finally have them take off and do it on your own I feel helps them build confidence in the work they are doing.

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I do, We do, You do is a useful strategy because it provides students with the right amount of support at each stage of learning and builds their independence. Some benefits from this strategy are provides guided support, builds student confidence, promotes independence, and might reduce confusion. Students will get to see how you want the work done and they can then do it on their own

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One idea that stood out to me from the Anita Archer video was that resistance is not always about unwillingness to improve. Sometimes teachers resist because they feel overwhelmed, judged, or unsure about making changes to practices they have used for years. This made me think about the importance of building trust before offering feedback. If coaching is going to lead to meaningful growth, teachers need to feel supported rather than evaluated. As someone entering the profession, it reminded me that collaboration and relationships are just as important as instructional expertise when working with colleagues.

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Dream is the book I have never heard of until now. It was interesting to see how different colors in the book reflect different stages of life that a person experiences throughout his/her life. The illustrations in the book relate to what I see when I am working with students.

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Two things:

-I really like the support of explicit instruction and especially practice. I worry sometimes that my Pre-K program is too "academic" (a question not entirely addressed in this video, but still) and wondering if all the practice we do is the best use of my student's time. This is obviously just one perspective and I'm sure others would have different ideas. But even this week, our final week, it's almost liberating that my students are able to express themselves through writing, for instance, which would not be possible without the practice and explicit instruction. They really enjoy it, because (a) they are just a very special group, but also (b) we were able to do things in more dynamic, interactive ways that made the practice feel meaningful (even to them) along the way.

-The literacy specialist I've been talking to said almost the same thing as that last video and I concur. I was such a resistant grouch when I got transferred to a new building to an unfamiliar grade level. I love change, but I was so scared I'd be exposed to be a flimsy teacher. I think a lot of that goes on.