HOW TO USE THE “I DO-WE DO-YOU DO” TEACHING MODEL/ GRADUAL RELEASE

Summary

In this informative video, a seasoned fifth-grade teacher introduces the Gradual Release of Responsibility model, a teaching strategy designed to foster student independence. She outlines the three key phases: 'I Do,' where direct instruction occurs; 'We Do,' involving collaborative practice; and 'You Do,' where students apply their skills independently. Using a lesson on annotations as an example, she emphasizes the importance of modeling, guiding, and assessing student understanding throughout the process. The video serves as a valuable resource for new educators looking to implement effective teaching techniques in their classrooms.

Takeaways

• 😀 The Gradual Release Model of Teaching (GRR) encourages student independence by gradually transferring responsibility from the teacher to the learner.
• 📚 This model consists of three key phases: I Do, We Do, and You Do.
• 👩‍🏫 In the I Do phase, the teacher provides direct instruction and models the skill using various teaching aids, such as PowerPoint presentations.
• 🤝 The We Do phase involves collaborative practice where the teacher and students work together, allowing students to ask questions and clarify understanding.
• 💡 Teachers should avoid assuming students have prior knowledge and must explicitly teach each concept as if it's their first time learning it.
• ✏️ The You Do phase is where students practice independently, applying the skills learned in the earlier phases.
• 🔍 Assessment during the You Do phase is crucial for identifying students who need additional support or re-teaching.
• 📖 The teacher should provide feedback and corrections to ensure students master the skills taught.
• 🏡 Assigning homework reinforces learning, allowing students to practice skills at home and solidify their understanding.
• 🤔 The video encourages teachers to share their experiences with the Gradual Release Model and explore different teaching methodologies.

Q & A

What is the Gradual Release Model of Teaching?

The Gradual Release Model of Teaching is an instructional framework that shifts the responsibility of learning from the teacher to the students, guiding them through a process of becoming independent learners.

Who established the Gradual Release Model and when?

The Gradual Release Model was established by Pearson and Gallagher in 1983.

What are the three phases of the Gradual Release Model?

The three phases are 'I Do' (direct teaching), 'We Do' (guided practice with students), and 'You Do' (independent practice by students).

What happens during the 'I Do' phase?

'I Do' involves the teacher providing direct instruction, modeling the skill, and explaining the concept to the students using tools like PowerPoint, videos, and examples.

How does the 'We Do' phase differ from the 'I Do' phase?

In the 'We Do' phase, the teacher collaborates with students as they practice the skill together, allowing for guided support and informal assessment of student understanding.

Why is it important not to assume prior knowledge in the 'I Do' phase?

It is important not to assume prior knowledge because students may not have learned the material in previous years, and each concept should be taught as if students are encountering it for the first time.

What strategies can teachers use during the 'We Do' phase?

Teachers can use strategies such as group work, pair practice, and asking guiding questions to facilitate understanding and assess student progress.

What is the focus of the 'You Do' phase?

The 'You Do' phase focuses on students practicing the skill independently, demonstrating their understanding and mastery of the concept without teacher assistance.

What should teachers do if students struggle during the 'You Do' phase?

If students struggle, teachers should offer additional support, such as small group instruction, one-on-one tutoring, or reinforcement activities to ensure mastery of the skill.

How does the teacher incorporate homework in the teaching process?

The teacher assigns homework to provide students with additional practice after independent work, reinforcing the skill and ensuring they have fully grasped the concept.