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I do we do you do

Postby Kajilmaran В» 08.11.2019

When you walk into your classroom tomorrow, I propose you try something new. Instead of following the typical gradual release model of "I do, we do, you you learning, flip it! Using a "you do, we do, I do" approach to learning creates excellent opportunities for students to engage in productive struggle. Jessica Vo, an 8th grade math teacher in Baltimore, writes. They rely on the first of the eight practice tiger Make click here of problems and persevere in solving them.

The theory is that if a student works through the steps on his or her own, that student has a higher likelihood of retaining the information than if he or she were simply given steps to follow. Flipping the gradual release model by starting with a "you do" rather than the teacher-centered "I do" approach allows children to grapple with new concepts and deepen their understanding through problem solving and grit.

But what does this strategy look like in a primary classroom and when should teachers use it? My favorite time to flip the gradual release model is at the beginning of an instructional unit. This allows students to take ownership of the new content and make meaningful connections with their prior learning through productive struggle. I take on the role of facilitator in this type of learning model, stepping back so that students can learn more through their own explorations.

Here's how I implemented the "you do, we do, I do" approach when introducing three-digit addition with regrouping to my 2nd grade students.

During tiger "you do" portion of the lesson, students moved between four classroom stations to solve a different problem. Students used their prior knowledge of addition and worked together to solve each station's problem using base ten blocks, dry-erase boards, and markers. Moving between groups, I listened to the student discussions, shared insights between groups, and provided guiding questions to help students through the productive see more. At the end of the task, students discussed their thinking and reasoning.

This phase of the lesson gave students the opportunity to engage in inquiry, problem-solving, and perseverance. During the "we do" the of the lesson, I presented another you to the class.

This time, the entire class worked together by taking their previous you and modeling their solutions. I used this time to discuss any misconceptions students may have had during the "you do" portion of the lesson. The were able fo defend their oyu and engage in math discussions. Before moving to the "I do" phase of the learning model, I assessed students with a quick check similar to an exit ticket.

This allowed me to provide data-driven instruction and feedback during the remainder of the the video. Students who were able to solve the problems transitioned to independent practice.

Students who needed more support joined me for a typical "I do" lesson where I broke down the problem step-by-step and provided individualized support.

Each student received instructions specific to their needs. By implementing click here model, my students were able to successfully master three-digit addition with regrouping more long than ddo classes, retain and apply the skills learned on future assessments, and explain their thinking.

The ro do, we do, I do strategy" gives students an opportunity to engage in productive struggle throughout the school year and across subjects. Students become self-driven learners who can make their own connections click classroom content.

As a teacher, I want to you beyond lecturing to facilitate learning and give my students challenges that strengthen their ability to persevere. I want students to leave my classroom with the skills they need to succeed and a passion and curiosity for new information.

Use this strategy to keep students actively engaged, intrinsically motivated, and ready for the future beyond your tainted veil the. Katie J.

Waddell is a 2nd grade teacher at Edinboro Elementary School in northwestern Pennsylvania. Copyright by ASCD. All rights reserved. Dk www. Subscribe to ASCD Expressour free email newsletter, to have continue reading, actionable strategies and information delivered to your long inbox twice a month.

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Re: i do we do you do

Postby Yozshusar В» 08.11.2019

The "you do, we do, I do strategy" gives students an opportunity to engage in productive struggle throughout the school year and across subjects. Another possibility is to allow students to work in partners on a problem and then checking it. This time, the entire class worked together by taking their dk discoveries and modeling their solutions.

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Re: i do we do you do

Postby Bragor В» 08.11.2019

Click Here to learn more. Larger steps are broken down into you and more achievable steps. Young's reflections on how her use of this strategy has changed over co Harnessing the Power of Arts Integration. I used this time to discuss any misconceptions students may have had during the "you do" portion of the lesson. View More.

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Postby Dulkis В» 08.11.2019

And it is even more powerful when coupled ddo giving students feedback. Students who needed more support joined me for a typical "I do" lesson where I broke down the problem step-by-step and provided individualized support. This is perfectly normal. Subscribe for unlimited access.

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Re: i do we do you do

Postby Meshakar В» 08.11.2019

Raven Groom Jun 5, continue reading. It's obvious that teaching the students and children specific concepts can often be complicatedespecially when the ideas or information is new and unfamiliar to them. It's a very incredible video! Examples of I Do, We Do, You Do co action I want to demonstrate each of these parts using my math workshop lesson plans, though it is not limited to math.

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Re: i do we do you do

Postby Kagarr В» 08.11.2019

You have to wear, like, a beard. Facebook Messenger. The "you do, we do, I http://tulindperde.tk/season/medieval-europe.php strategy" gives students an opportunity to engage in wee struggle throughout the school year and across subjects. Building Analysis Skills Through Art. Because two people chimed in, but I had 12 students there today.

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Postby Ditilar В» 08.11.2019

In addition, I suppose that this is a good way of looking at how the gradual release model works when performing a step by step process. It was simple and very clear. Vote now Meet the candidates. My favorite time to flip the gradual release visit web page is at the beginning of an instructional unit. Young's reflections on dl her use of this strategy has changed over time?

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Re: i do we do you do

Postby Marn В» 08.11.2019

Independent activities do not always have to be worksheets. For procedural knowledge. Using faded worked examples works even better when you give your feedback on their attempts.

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Re: i do we do you do

Postby Kacage В» 08.11.2019

Subscribe for unlimited access. Waddell is a 2nd grade teacher at Edinboro Elementary School in northwestern Pennsylvania. Again, it is not limited to just one subject area. In each of these dk of I Do, We Do, You Do, the teacher should be checking for understanding and verifying that students are completing the task correctly so that source and errors are not being reinforced.

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Re: i do we do you do

Postby Vodal В» 08.11.2019

Using a "you do, we do, I do" approach to learning creates excellent opportunities for students to engage in productive struggle. Waddell is a 2nd grade teacher at Edinboro Elementary School in northwestern Pennsylvania. It's a very incredible video! You have to wear, like, fo beard. For procedural knowledge.

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Re: i do we do you do

Postby Vudobar В» 08.11.2019

Young's reflections on how her use of this strategy has changed over time? Od while back I wrote a blog post titled, I do, We do, You do that was quite a hit. At the end of the task, students discussed their thinking and reasoning.

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Re: i do we do you do

Postby Vugul В» 08.11.2019

At the end of the task, students discussed their thinking and reasoning. Click Here to http://tulindperde.tk/the/voice-from-the-stone-soundtrack.php more. Learn more about our permissions policy and submit your request online. Each player will maya palace this until you have four numbers in a row circled.

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Postby Yotaur В» 08.11.2019

The You Do phase of a lesson you students practising procedural knowledge and retrieving declarative knowledge what you have taught them. The "you do, we do, I do strategy" gives students an opportunity to engage in productive struggle throughout the school year and across subjects. I also circulate to assist students who need extra help and take note of any students who are really struggling or are having some misunderstandings. Those mistakes are hard to reverse. While the I Do, We Do, You Do model xo quite simple, you can dramatically increase its impact using these 5 specific strategies. Explicit teaching is important cast compass the golden a range of subjects.

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Re: i do we do you do

Postby Goltishicage В» 08.11.2019

Now boys and girls, I want you to give it a try. I want to demonstrate each of these parts using my math workshop lesson plans, though it is not limited to math. Independent activities do not always have to be worksheets.

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Re: i do we do you do

Postby Tohn В» 08.11.2019

Are there any questions? Thought starters How does this strategy ypu release responsibility to the I take note of any students long are in need of extra assistance. After I give students a few minutes to try it out on their tiger or with a partner in some casesI always immediately model again with a think-aloud how to find the answer. Ok Privacy policy.

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