If, as a teacher, you are looking for advice on moving your lesson plans and classroom instructions from teacher-centered to group collaboration and, finally, independent practice fluently and efficiently, think I do, we do, you do.
If, as a teacher, you are looking for advice on moving your lesson plans and classroom instructions from teacher-centered to group collaboration and, finally, independent practice fluently and efficiently, think I do, we do, you do.
The I do, we do, you do strategy is also referred to as the gradual release of responsibility (GRR) model or the scaffolded instruction technique. Below we analyze the gradual release model in more detail and look at each stage of the process.
The GGR model, as we understand it today, was created by the gradual release of responsibility theorist Doug Fisher in collaboration with Nancy Frey in 2007. They developed an accompanying graphic to the model, indicating how the teacher’s responsibility reduces, and the student’s responsibility grows as the model is implemented.
At the beginning of the model, the teacher has a primary role, referred to as the I do. Usually, at this stage, a teacher will help students learn a new skill or give them new information to learn. Next, in we do phase, the teacher encourages student participation by asking questions or giving them prompts for their thought process. Finally, the teacher will transition to you to do the segment, where students will usually complete a learning task independently, without any major or direct help from their teacher.
One of the great benefits of the gradual release of responsibility model is that it does not have to be followed linearly. For example, some teachers may favor it, and I do. You do, we do approach. By following this model, students can learn and work independently before collaborating with their teacher and fellow students.
Welcome the class to the lesson and recap any lessons you may have had about fractions. Remind students about the roles of the denominator and numerator and other information they may have previously learned. Next, clearly state the task and explain how many questions you expect the students to answer. Work through the first question on the board, showing the students how you came to the correct answer. Remind students they may use a calculator if they wish.
Ask the students if they have any questions. If they do, repeat information or rephrase it more understandably. Ask students to work in pairs to complete one question and then ask students what their answers were and how they reached the answer. Once you are satisfied with students and understand the topic and activity well, move on to the next stage of the lesson plan.
Ask students to work silently. You may even wish to play relaxing music to encourage children to remain silent. If a child does ask a question, do not directly answer it, instead, give them a prompt or advise them to look at a certain resource, as this will encourage independent thought and study. After every student completes the task, collect the activity and record the results of each student. Note down the students that appear to have struggled with the activity and ensure to ask them questions and dedicate more of your time to them while we do a stage of the next class exercise on this topic.
The gradual release of a responsibility plan is beneficial in classrooms because it encourages children to learn independently and collaboratively, usually leaving them with a deeper understanding of a topic. Working both in a team or by themselves is a skill students will need throughout their education and later working life.
How do you feel about the I do, we do, you do model? Will you be introducing it into your classroom?