independent and confident in their application, due to the planned scaffolding by the teacher.
Lisa Gardiner, 4th-grade teacher at Longbranch Elementary in Boone County, acknowledges that using explicit teaching through the “I do, we do, you do” sequence helps her students to succeed both academically and behaviorally. When the process is used consistently and intentionally students know the expectations and how to be successful in her classroom. Lisa describes her “I Do, We Do, You Do” process using four main parts:
Introduction
During the introduction, Mrs. Gardiner makes sure to post and analyze the learning target and break it down for the students into kid-friendly language. The learning target gives students a clear understanding of what they will be learning and what, specifically, is expected of them. She also makes a point during the introduction to activate any background knowledge and find a way to get them engaged or excited about the content. This helps to set the tone for a positive learning experience where the students feel comfortable and ready to learn.
I Do
In the “I do” phase the students simply watch as Lisa explicitly teaches the concepts and models the expectations. This provides a stress and anxiety-free model for her class. Mrs. Gardiner explains that it is crucial for her students’ success that she models everything first, whether it is the steps of a math problem, how to highlight in order to find key evidence in a text, how to restate a question or make a claim, or how to play a group or partner game. By modeling, the students have a clear picture of their expectations. She also models thinking and questioning strategies while reading, how to agree and disagree respectfully when students are working with partners or teams, and how to ask clarifying questions when they may not understand something fully. When this step is skipped or not done with fidelity, it hinders student performance and success.
We Do
During the “we do” phase students have multiple opportunities to practice and become comfortable with the skill as a whole group, with small groups, and with partners with teacher guidance. The “we do” phase allows students to learn and grow from each other in a collaborative environment as well as opportunities for constructive feedback. Students must practice the skills in order to make progress and grow as learners.
You Do
The “you do” phase is where students are then expected to try it without guidance from the teacher. This stage gives Mrs. Gardiner a good assessment as to whether her students have achieved mastery or if she needs to offer more practice and feedback.
We must set students up for success by intentionally and consistently utilizing “I do, we do, you do” sequence.
