• The “I do, we do, you do” model in the classroom offers a structured approach to teaching and learning, promoting gradual release of responsibility and fostering student independence. This model helps students develop skills and confidence through explicit instruction, guided practice, and independent practice. It provides a framework for teachers to guide students through learning new concepts and tasks, allowing them to practice with support before taking on independent work.  

  1. I do (Explicit Instruction):
  • The teacher models the concept or skill, providing clear explanations and demonstrations.  
  • This phase involves think-alouds, visual aids, or worked examples to showcase the process.  
  2. We do (Guided Practice):
  • The teacher and students work together, with the teacher providing support and guidance as needed.  
  • This stage involves collaboration, scaffolding, and interactive activities.  
  3. You do (Independent Practice): 
  • Students apply their newly learned skills independently, receiving feedback and support as needed. 
  • This phase provides opportunities for students to solidify their understanding. 

   

  Benefits of the model: 

  • Gradual Release of Responsibility: This model gradually shifts the responsibility for learning from the teacher to the students. Students build skills and confidence by first observing the teacher, then practicing with guidance, and finally working independently.  
  • Clear Structure and Framework: The “I do, we do, you do” model provides a clear framework for both teachers and students to follow, making it easier to understand the learning process and the expected approach. This structure reduces anxiety and builds confidence in students as they move through the different stages.  
  •  Increased Student Agency: By providing opportunities for guided practice and independent work, the model empowers students to take more ownership of their learning. They have the chance to explore, experiment, and develop their skills, fostering a deeper understanding and engagement. 
  • Improved Confidence and Independence: As students progress through the stages of “I do, we do, you do,” they gain confidence in their abilities and become more independent learners. They develop the skills to tackle new challenges and apply their knowledge in different situations.  
  • Enhanced Learning: The model allows teachers to effectively guide students through complex concepts and tasks, breaking them down into manageable steps. This structured approach supports students in developing a deeper understanding and engaging with the learning material.  
  •  Differentiation and Flexibility: The “I do, we do, you do” model can be adapted to meet the needs of different learners and learning styles. Teachers can adjust the level of support and challenge provided in each stage to ensure that all students can succeed.  
  • Teacher Clarity and Confidence: The model provides a clear structure for teachers to plan and implement their lessons, fostering confidence in their instructional practices. They can effectively articulate their thinking and model their processes to students and colleagues, promoting a more collaborative learning environment.  

  ‘To successfully apply the ‘I do, we do, you do’ approach in the classroom, teachers must have sound subject-specific pedagogical knowledge in order identify the key concepts required to meet the learning outcomes. They will need to understand the typical misconceptions that students experience in relation to the topic and be able to predict any preconceived assumptions that the students may bring with them to the lesson.’ (https://www.structural-learning.com/post/i-do-we-do-you-do) 

    

This blog was written by Bretta Townend-Jowitt, Education Consultant and Trainer.