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aha was...students teaching students is powerful <3

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aha was...students teaching students is powerful <3

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strategies, connections, use examples, brain dumps, corny songs, relate to their interest (football), models,etc

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strategies, connections, use examples, brain dumps, corny songs, relate to their interest (football), models,etc

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This model has been used in dyslexia therapy from the beginning and is built into the daily procedures used in the classroom.

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Showing different ways to accomplish the same task. Many times students will come up with a different way and will share their strategy to accomplish the same task.

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Showing different ways to accomplish the same task. Many times students will come up with a different way and will share their strategy to accomplish the same task.

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Students collaborate through turn and talks, think pair share, kahoots, and students who understand are "teachers/checkers".

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During our Collab station, there's always an accountability piece like a FlipGrid, etc...

However, collaboration happens during all aspects of GRR

Lawton taught us all of this <3 If you need help, go see here. lol

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Using tickets for prizes sometimes whole group, partners, understanding what and why we are doing the new project.

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interactive word wall--Build
vocabulary
questions
present
make a model and label/explain

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We use stations, I also usually suggest that students who grasp a concept better act as the "teacher" or "checkers" for other students.

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I have been trying to do more hands-on activities with different types of manipulatives. Making the activity memorable so they can remember the activity and apply the practice to what we are learning. They will usually work with a partner during this time while I model it on the board and walk around answering any questions students may have.

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I have been trying to do more hands-on activities with different types of manipulatives. Making the activity memorable so they can remember the activity and apply the practice to what we are learning. They will usually work with a partner during this time while I model it on the board and walk around answering any questions students may have.

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Have 3 questions that mirror your direct teach examples and independent practice. The students work with their table groups to solve one question at a time. Before you start, number your kids from 1-4 at each table. They will get 3-4 minutes to solve each problem. After the timer goes off, teacher rolls a die to see which student will share their answer for their group. Each table shares their answer and each table that gets the correct answer gets to pick from a deck of cards to add up for table points. 

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Have 3 questions that mirror your direct teach examples and independent practice. The students work with their table groups to solve one question at a time. Before you start, number your kids from 1-4 at each table. They will get 3-4 minutes to solve each problem. After the timer goes off, teacher rolls a die to see which student will share their answer for their group. Each table shares their answer and each table that gets the correct answer gets to pick from a deck of cards to add up for table points. 

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Students work on similar problems incorporating the same techniques.  Quick checks can be used such as thumbs up, down or sideways to know where more help is needed.  Strong students can go help the needing students which solidifies learning for the strong and helps the low ones catch up.

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Students work on similar problems incorporating the same techniques.  Quick checks can be used such as thumbs up, down or sideways to know where more help is needed.  Strong students can go help the needing students which solidifies learning for the strong and helps the low ones catch up.

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I will have different food items for students to decide which food group they go in.

Students will be asked to place them in the 5 categories. Cards will be on the table for them to decide.

I will also ask them to give me different food options for each category.

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We use games for guided instruction often. Students are working while I am still guiding and modeling my thought process out loud.

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We use assignments, kahoots, partner relays and lead4ward activities to enhance our guided instruction.

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I use prompts a lot when in a classroom setting to give the assignment some directive

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manipulatives, hands-on, using tools, notes, anchor chart, questioning etc

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manipulatives, hands-on, using tools, notes, anchor chart, questioning etc

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In rate practice stories, I point out common digraphs, diphthongs, and combinations that they will see. This is also done at comprehension time when students are reading together.

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Guided instruction involves working together on a skill. There is a lot of questioning from the teacher to assess student understanding. Scaffolding is provided as needed.

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After introduction in my small group, the class codes and reads words. I code some words on the board and have the students verbalize the coding. Then we turn to their papers for the lesson and I help them code the first line of words. Then I release students to code other lines on their own while I walk around and watch and help where needed. I am listening for them to verbalize what they are coding. After reading the words together, they proceed to sentences while I watch and help. After that, students read a list of words with the new learning that they do not coding while practicing automaticity.

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I use it using a projector and show them step by step what and how to do it, then I Let them do it with me step by step of how to do the project.  As The begin to do independent work, I go to each table and help them and guide them, correct or show them.  After I know they can do it,  I then proceed to independent work

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I use it using a projector and show them step by step what and how to do it, then I Let them do it with me step by step of how to do the project.  As The begin to do independent work, I go to each table and help them and guide them, correct or show them.  After I know they can do it,  I then proceed to independent work

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Try- as you walk you fix or lead by asking why, then go over. This leads you to the release process. You keep the kids that are struggling and let other go work collaborative or individual.

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Modeling the thinking process out loud is important in the direct teach so hopefully they will use that model as they collaborate with each other.

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Modeling the thinking process out loud is important in the direct teach so hopefully they will use that model as they collaborate with each other.

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Conversation using what we are talking about. Talking about how we see or use this daily.

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In my classroom, what has been helpful is that at the beginning of the year I had these long-winded notes with a ton of examples. I have changed into keeping notes being brief but providing a couple of different problems. Students that are understanding it, I will let them come help with notes and let them be the teacher which then goes into guided practice 

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In my classroom, what has been helpful is that at the beginning of the year I had these long-winded notes with a ton of examples. I have changed into keeping notes being brief but providing a couple of different problems. Students that are understanding it, I will let them come help with notes and let them be the teacher which then goes into guided practice 

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Most of the teaching is direct instruction through discovery with gradual release built into the lesson plan and especially the procedures. I directly teach a concept (like digraph ea) first with auditory identification of the sound in a list of words (each, teal, ect). Then I write the words on the board for visual and ask the students to discover what is saying long (e). Then students discover that it is a digraph and says 1 sound. They already know the coding and they tell me how to code the words on the board. Then we go through the multisensory procedure to learn it. Then they help me code words at the board, I help them code the first line of print, then they code the rest of the page on their own. Then those words are put into sentences.

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Direct teach includes introducing any vocabulary that is needed, modeling/demonstrating/explaining skill by thinking aloud, creating process charts/anchor chart, giving examples and non-examples

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We use a lot of Think Alouds...purpose is modeling thinking for the students... edPuzzles for Direct Instruction as well...we use the GRR model very flexibly

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I will teach the 5 food groups from posters that I have. I will show a video about the 5 food groups.

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We take notes as a class. These are simple, short notes that use vocabulary and steps. We have 1-2 examples that we do as a class and where the teacher models. Then, there are 1-2 processing questions that students attempt on their own. The teacher walks around and checks for understanding. Students are able to come up and share how they solved the problem. At the end, students write what they learned that day.

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To introduce new concept, of how and why we are doing it.  To give instruction of a new project.  The students will have a clear understanding of the project expectations

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To introduce new concept, of how and why we are doing it.  To give instruction of a new project.  The students will have a clear understanding of the project expectations

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This article stood out to me because it gave go examples of all steps as well as some practices that do not go in certain steps. I think we all do "I do" well, but tend to rush through the "we do" and try adding in collaborative learning here. It should be teacher and student, not student and student. The teacher needs to still walk them through to keep talking and catching mistakes possibly made. This model can be used multiple times throughout a lesson, not just once in the lesson. It may require chunking lessons into this if it is especially challenging. You have to keep in mind what your intention of the learning is to make sure you are keeping on track.

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The video stressed that the guided practice will be the most needed since this is where the support will come in for all levels.

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I'm starting our TISD Health Lab this week.  While watching the Teacher Approaches video, I can use several of those strategies with my lesson. This is one of my favorite units to teach and the kids love it as well. 

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I'm starting our TISD Health Lab this week.  While watching the Teacher Approaches video, I can use several of those strategies with my lesson. This is one of my favorite units to teach and the kids love it as well. 

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Zone of Proximal Development stages--   The problem we see is we expect everyone to be at same stage and we treat them like that instead of checking or reteaching them to work toward the middle or using your kids who get it to help make the smaller groups. Purposeful

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Zone of Proximal Development stages--   The problem we see is we expect everyone to be at same stage and we treat them like that instead of checking or reteaching them to work toward the middle or using your kids who get it to help make the smaller groups. Purposeful

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In the video "Cooperative Learning in the Elementary School", I really liked how the teacher in the video said that she grouped her students by ability. By grouping her students by ability she is able to enrich her kids who understand the material fully and help the kids who are struggling. I feel like in my own classroom my kids who understand the material and finish their work fast are bored and giving them an opportunity to challenge them within a group is a great idea. 

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In the video "Cooperative Learning in the Elementary School", I really liked how the teacher in the video said that she grouped her students by ability. By grouping her students by ability she is able to enrich her kids who understand the material fully and help the kids who are struggling. I feel like in my own classroom my kids who understand the material and finish their work fast are bored and giving them an opportunity to challenge them within a group is a great idea. 

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The part where the teacher actually gave them a sour treat and had them explain what they felt was sour.  After they, were able to explain as a group.  He gave them a cookie and they described it independently.  I really thought using an actual hands on was brilliant!!!

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The part where the teacher actually gave them a sour treat and had them explain what they felt was sour.  After they, were able to explain as a group.  He gave them a cookie and they described it independently.  I really thought using an actual hands on was brilliant!!!

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One of the articles talked about how independent should not be a replication of what has already been taught. This is a good reminder to keep everything aligned.

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GRR is an effective way to make sure the students are learning & understanding the concepts that are being taught in class. It can be easy to assume a child is learning in a group setting but I believe you can only be 100% confident when a child is also able to be successful in an independent setting.

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This article stuck out to me because it really broke down the gradual release and gave examples and options on how to implement it in the classroom.

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Rethinking the Gradual Release of Responsibility Model One of the first instructional models I learned as an educator was "I Do, We Do, You Do." Also known as the Gradual Release of Responsibility (GRR) model.

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In the article, Why GRR, an example they gave was to have the students complete a quick write before the lesson to access prior knowledge. I think  this is important because it gives students more opportunities to practice their writing and get out what they know ahead of time. 

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In the article, Why GRR, an example they gave was to have the students complete a quick write before the lesson to access prior knowledge. I think  this is important because it gives students more opportunities to practice their writing and get out what they know ahead of time. 

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I learned in the "I Do" phase, it actually has two parts where the students collaborate with peers to make sure they understood, then try independently with frequent feedback so as not to instill incorrect skills or habits.

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I learned in the "I Do" phase, it actually has two parts where the students collaborate with peers to make sure they understood, then try independently with frequent feedback so as not to instill incorrect skills or habits.

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One of the articles pointed out that the collaborative part of GRR does not have to mean group work.

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This article would be a good refresher or starting point for discussion about GRR. I appreciate how this article goes beyond the I Do, We Do, You Do to the Do Again piece. It also provides clear examples. I found the article very informational and easy to read.

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The I Do - We Do - You Do model involves you in following a series of steps starting with you leading instruction and finishing with students working independently. In the I Do stage, you explain what students need to understand or model how to do a process. Then, in the We Do stage, you help your students by providing scaffolds such as prompts or partially completed procedures. Finally, in the You Do stage, your students do the procedure or show their understanding on their own.

Why You Should Use the l Do - We Do - You Do Model

When used well, the I Do - We Do - You Do model:

Suits novice learners (which most students are)

Nurtures self-efficacy

Reduces task anxiety

Students feel less anxious due to the clear modelling and the scaffolded opportunities to practice. These same factors help students to experience independent success, which in turn builds their self-efficacy ¹.

The I Do We Do You Do model is based upon the gradual release of responsibility from teacher to student.

Next, let's explore each stage in more detail.

This is true whether the procedure involves a younger student writing the letter m in cursive or a senior student keeping an historical research journal. Modelling is a powerful tool that draws on Albert Bandura's Social Cognitive Theory. Modelling involves: If you want to increase students' knowledge and understanding of a topic, you need to explain it. Research on the modality and multimedia effects² shows that you should explain things both:
Example

I Do Conceptual Learning

Visually

Example

The examples are faded as you start by completing many of the steps yourself and progressively get your students to more steps with each example.

Examples

We Do Conceptual Learning

The key to conceptual learning is getting your students to think about the material they need to understand. This involves helping them encode and retrieve the material in an organised way. Within the We Do stage of the I Do - We Do - You Do model you provide support through prompting comparative and organised thinking. You can make use of partially completed information and have your students fill in the gaps.

You can help your students encode information by getting them to:

You can help your students retrieve information using 2 strategies:

You can also do this:

Example

You Do Procedural Learning

With You Do activities as the procedural level, you simply have your students complete all of the steps involved in the task themselves.

Some people ask if you should get your students to apply what they have learned to solve problems at this stage. The answer depends on whether you showed them how to so and then did so together in earlier stages.

You Do Conceptual Learning

At the conceptual level, You Do activities involve recalling information without prompts. This can involve:

You Do Conceptual Example

More Than Just A Lesson Structure

Many people think of the I Do We Do You Do model as a way of structuring a single lesson, and it can be. Yet, it can also be much more. The structure can also occur:

When you believe your students will find lesson material to be quite challenging, you can break it up into more manageable chunks. You follow the the I Do - We Do - You Do structure for each chunk and may get a few chunks covered within a single lesson.

By contrast, you can also use the structure over several lessons. Especially as students get older, learning doesn't occur over a single lesson, so you follow the structure over a small series of lessons - with each lesson picking up from where the previous lesson finished.

Beyond the I Do We Do Model

The essence of the I Do We Do You Do model is scaffolding tasks as your gradually release responsibility to your students. Yet, many of the strategies listed above are grounded in research that fits nicely with, but is separate from, the I Do We Do You Do model, particularly:

However, there is one potent strategy that wasn't mentioned. It is a simple but powerful strategy - spaced practice (also known as distributed practice). Below, this is shown as a new stage Do Again (and again, and again).

Beware

You can adapt the model but some adaptations fly in the face of strong research. Be particularly wary of:

The rapid release of responsibility model turns the I Do We Do You Do model on its head and starts with the You Do stage. It is a euphemism for inquiry learning (and its cousins discovery learning and problem-based learning). The research is clear that while experts learn well from such approaches, novice learners do not. Most school students are novices in what they are learning, although they build expertise as they progress. As a result, you should not use inquiry learning with novice learners. Experts are competent in both the material and the processes or procedures involved.

You should also be wary of the we do stage being confused with collaborative learning. Collaboration can extend the model in useful ways, but the essence of the we do stage is teacher + student,not student + student. That said, some productive ways to use collaboration within the I Do We Do You Do model are:

Retrieval Pairs

One example of retrieval pairs would be flash card buddies, where one student holds up a card (or paper) with an explanation of a concept on the side facing their buddy and the name of the concept on the side facing them. Next, their student gives their buddy the first sound of the answer or of each word (prompts). The buddy answers and gets told if they were right or wrong, as well as the correct answer. The process repeats with different concepts and with students reversing roles. You could use a similar process with other retrieval exercises, such as prompted concept mapping. The teacher involvement in this stage is largely about preparing cards or other prompts.

Brain Dump 1-2-4

Students write down everything they can remember from a lesson or topic (brain dump 1). Then students pair up (brain dump 2), discuss each others' brain dumps, then make corrections and additions based on that discussion. They agree on a single, merged brain dump. Pairs then join with another pair (brain dump 4) and repeat the discuss and amend process. Note although there are 4 people in the group they are only discussing 2 merged brain dumps from the previous stage.

1 Person per Step

If your students are learning a multi-step procedure such as 2 digit by 2 digit multiplication you can use the one person per step strategy. 2 digit x 2 digit multiplication has 3 steps:

Multiply the top number by the ones

Multiply the top number by the tens

Add the answers from steps 1 and 2 together

Place you students into groups of 3, then have each person complete one step. Give your students at least 3 problems to solve and have them rotate the step they do each time. For uneven groups, one person may do 2 steps (groups of 2 are better than groups of 4). Note, you should use this strategy after your students have done independent practice as it reduces social loafing.

Footnotes

SHAUN KILLIAN
(MEd., MLead.)

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The I Do WE Do YOU Do Model Explained - Evidence-Based Teaching

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The I Do, You Do, We Do model is a simple yet potent way to use explicit instruction to improve your students learning. Discover how you

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Students will complete independent work that aligns with the model, guided practice, and collaborative aspects taught before. 

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Students will complete independent work that aligns with the model, guided practice, and collaborative aspects taught before. 

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Students collaborate together while teacher monitors for a quick check on students.

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Students collaborate together while teacher monitors for a quick check on students.

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I love how one article said that GRR is non-linear.  There's a flexibility in the process, based on student needs.

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I love how one article said that GRR is non-linear.  There's a flexibility in the process, based on student needs.

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Guided instruction moves students into a more collaborative aspect. Here you are still working students through the lesson, but now they are involved in the process.

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Guided instruction moves students into a more collaborative aspect. Here you are still working students through the lesson, but now they are involved in the process.

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The teacher models with students only paying attention to what is being shown. The students should not be writing or copying anything at this point, only watching.

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The teacher models with students only paying attention to what is being shown. The students should not be writing or copying anything at this point, only watching.

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In this step, the teacher and student participate in interactive instruction. A teacher may work directly with students with prompts or provide clues. Students can do more than just listen; they may have the opportunity for hands-on learning. A teacher can determine if additional modeling is necessary at this stage.

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In this step, the teacher and student participate in interactive instruction. A teacher may work directly with students with prompts or provide clues. Students can do more than just listen; they may have the opportunity for hands-on learning. A teacher can determine if additional modeling is necessary at this stage.

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Gradual Release of Responsibility Checklist and Planning Guide stood out to me because it gives you ideas to pick from to shows you examples at each step.

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Gradual Release of Responsibility Checklist and Planning Guide stood out to me because it gives you ideas to pick from to shows you examples at each step.

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In this step, the teacher would offer direct instruction on a concept by using a model. During this step, the teacher may choose to do a "think aloud" in order to model his or her thinking. Teachers may engage students by demonstrating a task or providing examples.

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In this step, the teacher would offer direct instruction on a concept by using a model. During this step, the teacher may choose to do a "think aloud" in order to model his or her thinking. Teachers may engage students by demonstrating a task or providing examples.

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This article stuck out to me the most because it really dives into the meaning of gradual release for students. It breaks down each step and gives a good description of the process.

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“I Do, We Do, You Do” Teaching for Success

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The instruction steps of “I Do, We Do, You Do” are part of the gradual release of responsibility that makes independent learners in any content area.

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It's a scaffolding system for students to learn new concepts.

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It's a scaffolding system for students to learn new concepts.

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The Gradual Release of Responsibility is a strategy used for any content area. This gradually releases students to their independent work. "I do, we do, you do" method that can be used in a single day, week, or even over a months span. The teacher releases the responsibility gradually to the students but still holds the primary responsibility at the beginning of the lesson or when the new content is introduced. 

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The Gradual Release of Responsibility is a strategy used for any content area. This gradually releases students to their independent work. "I do, we do, you do" method that can be used in a single day, week, or even over a months span. The teacher releases the responsibility gradually to the students but still holds the primary responsibility at the beginning of the lesson or when the new content is introduced. 

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Google Forms - create and analyze surveys, for free.

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Create a new survey on your own or with others at the same time. Choose from a variety of survey types and analyze results in Google Forms. Free from Google.