Question

what are some examples of “i do, we do, you do” model? Explain the strategies required under each category to be successful with the direct instruction.

Answer 1

The gradual release of responsibility (also known as I do, we do, you do) is a teaching strategy that includes demonstration, prompt, and practice. At the beginning of a lesson or when new material is being introduced, the teacher has a prominent role in the delivery of the content. This is the “I do” phase. But as the student acquires the new information and skills, the responsibility of learning shifts from teacher-directed instruction to student processing activities. In the “We do” phase of learning, the teacher continues to model, question, prompt and cue students; but as student move into the “You do” phases, they rely more on themselves and less on the teacher to complete the learning task

Four Content Areas:
This strategy works for all content areas because it a repetitive step by step form of learning. In math students are able to watch the steps of a problem performed by the teacher and do not have to worry about writing anything down. This means there is full attention on the process and the students are not focussed about getting the information copied down. It levels the playing field.  No one is moving ahead.  All students are just listening and watching the process being modeled to them (McCoy, 2011). Students often miss steps or get lost along the way when learning new math skills but I do, we do, you do redirects students attention in three ways to make sure these steps aren't lost.
In reading students can listen to a book being read aloud and watch the way thier teacher models a think aloud while reading. This is particularly good for the younger grades because this is when they need to learn proper reading skills that come along with being a good reader.
In science or STEM there is a lot of experimentation that happens. When thinking about chemicals or materials that need to be handled with care, proper demonstration and instruction must be given. I do, we do, you do is a perfect way for the students to get it right the first time on their own because they have first seen it done by the teacher, next perform the experiment with assistance from the teacher, and last do it on their own. The more practice and repetition there is the less errors and missteps happen. Realistically there is no such thing as too much practice.
In the last content area, social studies, students often learn about certain cultures, places, dates, maps, etc. Papers and projects are often assigned when working in this content areas in the upper grades such as 3rd through 6th. I do, we do, you do would work well when explaining and modeling a paper or project so that the students know the expectations and criteria for the assignment. This is vital for students who aren't strong writers, those who need further explanation when it comes to larger assignments such as this, or students just starting out doing writing samples in second and third grade.
​ For example, if a teacher were to write an sample paper of an assignment that will eventually be given on a certain culture he/she could show the class and break down the steps that were taken when creating it. Since writing has a lot of steps it is important the students grasp what is being assigned and all that goes into one paper. With this said, the research and the specifics will be better understood if first modeled in the "I do" part. Then the next day they could research a new culture together as a class for the "we do" part. By actually assisting in the research the students will get a taste of what they will be doing during the final "you do" step. By working through an assignment essentially three times the students will much more easily be able to complete such assignment using good strategies and will less questions that if they were just sent off to do it all on their own the first time.

The “I Do, We Do, You Do” method is a simple, yet effective way to teach new concepts to students and kids.  When practiced consistently it will allow for a greater depth of understanding and confidence with students as they apply the concepts independently in the tasks and activities assigned to them

Purpose/Justification:

The gradual release of responsibily supports a varied approach to content, process, and product over the course of a unit. Learner diversity is embraced by supporting interests, learning profiles, and readiness. Gradual release is a way to apply differentiated instruction principles to all content areas of instruction as the responsibility for independent learning shifts to the learners (Fisher, D., & Frey, N., 2008).

Step By Step Details:

I Do- In the first step the teacher models the appropriate way of performing the skills included in the new concept being taught. This sets the tone for the lesson in several ways. Since the students are to have their pencils down while the teacher is showing them what to do, it prevents those students who think they know the correct way of doing what's being taught ahead of time. This step also helps those students who need extra time to process and understand the concept. It levels the playing field.  No one is moving ahead.  All students are just listening and watching the process being modeled to them (McCoy, 2011).

We Do- After the teacher models the correct way to understand or perform the new concept being taught, they partner with the students and work through some examples together (partner with teacher or classmates)  This allows for a deeper level of learning to develop. Students are able to do more than just listen. This step allows a teacher to guide and encourage students through the process being taught without leaving them to conquer the “beast” of the new material they are learning alone.  This helps build confidence for the timid students or children with learning disabilities, autism, etc… (McCoy, 2011).

You Do- This step is where students demonstrate their initial level of understanding of the new concept being taught through independent practice. One subject area this strategy works very well in is mathematics.  Often math concepts involve a lot of steps and skills that need to be integrated all at the same time.  If you miss a crucial step or are weak in a specific skill, it can make learning the new concept extremely difficult

Cue Do Review (I do it We do it Yall do it You do it Teacher models using a Clarifying Table that has already been constructed Teacher and class together co-constructs Clarifying Tables Collaborative pairs or teams of students work together to construct Clarifying Table Students work independently to construct Clarifying Table (i.e., homework)