How to Structure a Quality Learning Framework // I Do, We Do, You Do Model скачать в хорошем качестве

How to Structure a Quality Learning Framework // I Do, We Do, You Do Model

http://www.heymiss.com.au *Subscribe to learn more tips and strategies supporting you to thrive in the classroom and teach with impact* If you’re not quite sure your students are picking up on the concepts you’re teaching in class, use this framework to help you. This teaching model is becoming very popular in Queensland schools because it’s simple, it’s structured and it gives you and your students a predictable sequence to follow every time new learning takes place in your classroom. Based on an Explicit Instruction model, it’s a three step process of ‘I do. We do. Then You do. I'll give you a very brief overview: The ‘I do’ phase is where you as the teacher model an example. Students actually have their pens down, laptops closed and they watch you do the work. Here you might be using a graphic organizer, you’ll be thinking aloud, unpacking the process and you’ll be showing them step-by-step exactly what needs to be done. This will give them enough time to process what they need to do and to ask any lingering questions. After this you’ll go into a phase that often gets overlooked and it’s the ‘We do’ phase. This is where you’ll be working with your students. You’ll give them guided instruction and encouragement as you work through other examples together. You’ll still be providing prompts but you’ll also give them a chance to show their thinking and check for understanding as they build up their confidence with this new skill. It’s a gradual release of responsibility from the Teacher to the student as they slowly move into the ‘You do’ phase. Here, in the You Do phase, it becomes an independent practice. They are given the task or the question and all the resources they need to now work on their own. They know what they’re doing and they feel safe demonstrating their new skills because you helped them and stood beside them in the previous step. The clearer you are with this process, the more quality work you’ll see from your students. It also gives you a filter to ask the question: Are the kids ready to move on to the next phase or do I need to do more work here? This process will look different for different classrooms and for different units of work – but kids need to experience every phase of I do, we do then you do. This is a shared responsibility where both Teachers and students are actively engaged in learning as a step-by-step process. I’d love to hear if you have used this framework before. So please leave a comment below and here’s to a great week ahead of learning! Love your work, Miss.