Phases
| Model of what the teachers do
| Student References
(Artifacts of each phase) | Check for understanding for particular lesson
“What should students be doing?” | Adjustments
|
(Describe “what”)
| Identify targeted skill
| Listening | Stronger engagement idea | |
(Explain “why”)
| Why the targeted skill
is important | Exit slips | Listening and asking questions | Clearer connection for scaffolding |
“I do
” (Model “how”) | Demonstrate how to do it
| Student notes, imitation of example | Watching, mimicking and asking questions | More “I Do” or new model |
“We do”
(Show “when” and give feedback to group and/or individuals) | Guide practice:
Gather evidence by observation, conversation, performance and provide feedback | Group work, individual evaluation of group work, notes, graphic organizers, chart summaries | Practicing with partners, in groups, individually with teacher guidance, coaching, and feedback | More “We Do”
OR Another “I Do”/”We Do” |
“You do”
(Determine how much further instruction is required before class has essentially understood what has been taught and can utilize feedback to reach standard on evaluation) | Independent practice:
Offer opportunities to apply new learning independently and provide feedback to each student | Demonstration of understanding with similar content and format as ultimate demonstration. (Quiz, paper, test, projects) | Applying new learning and using individualized feedback to study from and prepare for evaluation | More “We Do”/”You Do”
OR Another “I Do”/”We Do”/”You Do” of a building block |
“You show”
(Evaluate and provide feedback that is focused on next level of application as well as identifying who will continue to need support to reach standard) | Assessment/ evidence of learning:
Assess progress by requiring independent application of targeted skill to unfamiliar material | Demonstration of individual understanding, post tests
(Summative assessment) | Reflects on progress
Sets related and achievable goals | Use as You Do then I/We/You Do
OR Know there will be other opportunities for students to demonstrate and note needs |