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E1. Students understand their role and the teacher's responsibility during scaffolded instruction ‘Review, I Do, We Do, You Do*, Plough Back’

This set of posters gives a general snapshot of the key strategies for using the Explicit Direct Instruction (EDI) methodology. You’ll see the seven research-based components of an effective lesson. You’ll get an acronym reminder of the TAPPLE process for checking for understanding, which is the backbone of EDI. You’ll get instant recall of the 8 strategies for delivering an interactive lesson using the Engagement Norms.

Lesson Structure - guided instruction, structured, scaffolded and repeated

A well-crafted lesson at Yarrabah will incorporate a gradual release of responsibility. It will also consider the degree of tiered support for each student and the accommodations required allowing equal access to the curriculum. 

With that in mind, our students will not always be engaged across the full sequence. Some of the students require more intensive 1:1 support with more frequent focus on 'individual daily review' 'I Do' and 'We Do'. This reduces the cognitive load and distractions that might be present in a larger 'You Do' scenario.

(Daily Review) - 

We aim to use Spaced, Interleaved and Retrieval practices. Spacing and retrieval practice can improve students’ long-term retention of their learning. Spacing is the practice of sequencing learning so that information is delivered across two or more lessons rather than just one. Retrieval practice is the strategy of getting students to actively recall their learning. When students are asked to bring information that they have previously learnt to the front of their mind to answer a question, rather than using a concrete reference, guide or having the teacher explain it again, it makes the information more retrievable or accessible in the future.

Yarrabah students require repeated access to new content, skills and concepts. For this reason our core curriculum is spaced over two years. All units are planned to consider student's proximal development, with differentiated options available at the proximal level. 

Recommended reading  for spaced, interleaved and retrieval practices include (staff access only):

• Retrieval Practice - Myths, Mutations & Mistakes 2024-08-17 22_19_43.pdf 

• tried-tested-spacing-retrieval-practice-aero.pdf 

Every classroom displays this poster near the instructional area as a visual reminder to students  of the instructional phases. Inside the coloured sections, classroom staff can scaffold the expectations of participants using a visual (sight), verbal (sound) or physical (touch) prompt. 

Retrieval / Review

Retrieval and review is a teaching strategy where students are prompted to recall prior knowledge (retrieval) and revisit key concepts (review) at the start of a lesson. For Yarrabah students, it’s a way to reinforce learning, bridge gaps, and prepare students for new material. 

I Do 

In the "I do" phase, the teacher demonstrates the task or concept fully, showing exactly what students will eventually do themselves. It’s not explaining in the abstract—it’s doing it, step-by-step, while students watch. For Yarrabah students, this isn’t just a quick demo; it’s a slow (sometimes up to 15 minutes), deliberate, sensory-rich anchor students can latch onto before trying it in the "We do" or "You do" phases.

We Do

We Do is a highly collaborative part of the lesson where the teacher supports students with guided practice of the new concept or skill.  The teacher is constantly giving feedback, checking for understanding and clarifying any misconceptions the students have. They gradually withdraw their support as they move students towards independent practice and mastery of the concept.  At this stage, students are actively participating, often looking for support to re-assure, asking questions, peer modelling and self-monitoring to demonstrate their understanding. 

You Do*

This phase is about providing students the opportunity to practice the new skill or concept. The teacher sets focused, independent work and gives students the opportunity to apply what they’ve learned in I Do and practiced in We Do. Many students will only engage in this phase for minimal periods of time. This phase requires students to monitor their own understanding, be motivated to apply the new learning independently and draw on strategies for coping. The teacher is actively monitoring student progress, differentiating tasks when needed, re-enforcing expectations and giving individual/group/whole class feedback.

Plough Back

At the end of the lesson, the teacher may provide time to review the key skill of the lesson, reflect on lesson intent and celebrate successes.  Students are encouraged to review and reflect on what they’ve learnt, whilst being accountable for their learning.