The (T) approach

Teaching is complex and nuanced, and while the “I Do, We Do, You Do” approach is highly effective in most contexts, it works best when lessons are carefully framed. Every lesson benefits from starting with an engagement task to spark interest, connect to prior learning, introduce key vocabulary, and prepare pupils’ attention and thinking. Direct instruction (“I Do”) then builds on this foundation, followed by guided and independent practice. Lessons should also end with review to check understanding, celebrate success, and plan next steps. Depending on the lesson structure or subject, mini engagement or review tasks may be needed, and models may vary. These phases all require deliberate planning and attention, just like the core teaching steps, to ensure learning is effective and meaningful.

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Engagement Activity: Opening the gateway to attention.

Engagement tasks are designed to prepare pupils for learning by establishing focus, activating prior knowledge, and ensuring emotional and cognitive readiness. These tasks set a calm, purposeful tone, refresh key vocabulary, revisit context, and clarify the purpose and success criteria. Engagement tasks support all pupils to enter learning confidently, self-regulate, and participate meaningfully from the very start of the lesson.

Key Features That Support Learning:

Settled Start & Regulation – calm routines and strategies (quiet spaces, sensory tools) help pupils self-regulate and prepare for learning.
Retrieval of Prior Knowledge – short, focused tasks (oral, visual, or practical) reactivate previous learning and highlight gaps.
Vocabulary Activation – key words modelled, rehearsed, and practised through talk, visuals, and gestures.
Context Recap – images, text, artefacts, or drama re-establish the learning context and engage pupils.
Clarifying Purpose & Success Criteria – learning objectives and success criteria shared clearly and made accessible to all pupils.
Pre-Teaching for Targeted Pupils – adapted resources or rehearsal support pupils to participate confidently in the main lesson.
Readiness Check – quick checks (thumbs, mini-whiteboards, talk partners) ensure all pupils are prepared to engage and learning is responsive to needs.

Click the jigsaw pieces to take to you the different sections of the approach

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Review Phase: Looking back together to move everyone on. together so everyone progresses.

The Review phase focuses on looking back together to consolidate learning and ensure all pupils progress. It involves checking understanding, providing immediate feedback, and identifying next steps. This phase helps pupils recognise what they have mastered, correct misunderstandings, and prepare for future learning.

Key Features That Support Learning:

Whole-Class Quick Check / Quiz – short tasks, polls, or quizzes to assess learning and check understanding against success criteria.
Targeted AFL / Checking Mastery – teacher observes responses, identifies who has mastered content, and notes those needing support or scaffolding.
Immediate Feedback & Mini Re-Teach – instant correction of common errors, re-modelling tricky steps, and guidance for pupils who need extra help.
Peer / Group Check – pupils share solutions, compare approaches, and demonstrate understanding to peers.
Reflection & Next Steps – pupils and teacher summarise what has been mastered, recognise gaps, and plan future practice.
Inclusive Access Strategies & Scaffold Tracking – teacher monitors access, adjusts support, and ensures all pupils can engage with review tasks.

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