T&L Blog (27-09-24): I do, we do, you do

Dear WA Colleagues,

I do, we do, you do:

The "I Do, We Do, You Do" model is a teaching framework based on instructional scaffolding that supports student learning by gradually releasing responsibility from the teacher to the learner. This model follows three phases:

1. I Do (Modelling): The teacher introduces a new concept or skill by demonstrating and explaining it. In this stage, the teacher is the primary guide, modelling the task or concept while students observe. This phase establishes a clear understanding of what is expected, offering a strong cognitive foundation.

2. We Do (Guided Practice): After modelling, the teacher and students work together on the task. This phase emphasises collaboration, where students begin practicing the skill or concept with teacher support. The teacher provides feedback, answers questions, and reinforces the steps, facilitating deeper understanding through shared responsibility.

3. You Do (Independent Practice): In the final stage, students independently apply the skill or knowledge they’ve acquired. The teacher withdraws support gradually, allowing students to demonstrate mastery. This phase promotes student autonomy and builds confidence as they perform the task without assistance.

The model aligns with Vygotsky's Zone of Proximal Development (ZPD), which suggests that students learn best when tasks are within their ability to achieve with guidance, gradually moving toward independence. By progressively transferring responsibility from the teacher to the student, the "I Do, We Do, You Do" model helps students develop self-efficacy and problem-solving skills.

Research Findings

Studies have shown that the "I Do, We Do, You Do" approach effectively supports diverse learners, including those with learning disabilities, by providing structured support and scaffolding during the learning process. Teachers play a critical role in adjusting the amount and type of support to meet individual student needs. Furthermore, research has indicated that this model fosters both academic success and student engagement, as it offers clear expectations, opportunities for practice, and immediate feedback.

Implementing the model also encourages a sense of community within the classroom. The "We Do" phase, in particular, promotes collaborative learning, where peer interaction and teacher feedback work together to strengthen understanding. Additionally, the structured nature of the model ensures that students are less likely to experience cognitive overload, allowing them to focus on mastering smaller components before tackling more complex tasks.

How can this influence my practice:

* Be more explicit about the phases of scaffolding when designing a task and delivering a task in the classroom

* Make I do, we do and you do part of your language in the classroom

* Look for opportuneties in lessons to better scaffold skills and development tasks

Bibliography

• Fisher, D., & Frey, N. (2008). Better Learning Through Structured Teaching: A Framework for the Gradual Release of Responsibility. ASCD.
• Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
• Clark, K. F. (2012). Scaffolding writing instruction for English learners in an elementary classroom. Journal of Educational Research and Innovation, 1(1), 5-19.
• Rosenshine, B. (2012). Principles of Instruction: Research-based strategies that all teachers should know. American Educator, 36(1), 12-20.
• Pearson, P. D., & Gallagher, M. C. (1983). The gradual release of responsibility model of instruction. Contemporary Educational Psychology, 8(3), 317-344.

T&L Blog (13-09-24): Why Classroom Partnership Agreements Work!

 Why Classroom Agreements? A Guide for Teachers

The following points below are a synopsis of research backed reasons as to why Classroom Partnership Agreements help to improve long-term behaviour for learning:

1. Shifting from Rules to Agreements 

- Classroom agreements differ from traditional rules by focusing on collaboration and mutual respect. Instead of imposing rules, teachers and students co-create expectations, fostering ownership and accountability among learners. The rules, inevitably, will always be there. However, the teacher can refer back to positively worded agreements. 

2. The Role of Student Voice 

- Involving students in setting agreements ensures their voices are heard, making them more engaged and likely to follow these expectations. This process empowers students, creating a more inclusive learning environment.

3. Supporting Social-Emotional Learning 

- Classroom agreements teach essential life skills such as negotiation, communication, and empathy. Students practice resolving conflicts and respecting diverse perspectives, contributing to their overall emotional intelligence.

4. Building a Positive Classroom Culture 

- Collaborative agreements cultivate trust and respect, laying the foundation for a strong classroom community. Students feel more invested in maintaining a positive and productive atmosphere, as they played a role in its creation.

In conclusion, using classroom agreements enhances engagement, accountability, and emotional development, leading to a more harmonious and effective learning environment.

Some example of the Partnership Agreements will be shared on the T&L Blog. 

Bibliography

1. Alter, P., & Haydon, T. (2017). Characteristics of effective classroom rules: A review of the literature. Teacher Education & Special Education, 40(2), 114–127.

2. Bailey, J. (n.d.) Creating a classroom contract with students. [Blog post]. www.mainetoy.org/blog/post/creating-a-classroom-contract-with-students