I Do, We Do, You Do

Submission Ide: 911d64cb-ea4f-4745-8213-6eee41c5e8c2

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Yvonne Logan

I Do, We Do, You Do

Summary

 735 Words  

2  Student: Submitted to Grand Canyon University

 Passive voice: direction are being involv...

I do, we do, You do

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The IWY technique refers to directed instruction (I do), guided practice (We do), and

independent practice (You do). When this strategy is used in teaching, it takes the form of releasing

responsibility from the teacher to the learner. In this strategy, practice, demonstration, and

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the attention of students as it keeps them thinking. Also, the students are given time to think

independently and practice what they have learned (Serdyukov, 2017). The models provide various

opportunities to demonstrate new concepts, give orders to the students on how to perform the task,

and allow them to work on their personal level. The model gradually shifts the learning

responsibilities to the student, enhancing ownership and engagement.

IWY supports differentiation. On the We do level, the teachers develop differentiated rules

to meet all the needs of the learners. This model allows learning in collaboration, thus promoting

the student's participation (Assiter, 2018). The students can work in groups depending on their

level of capabilities to share their ideas. At this level, the teacher then evaluates students to

determine their level of understanding and looks for various means to fill the gaps through

differentiation. The teacher then decides the best method for each student. The teacher gives each

student activity for practice based on their level of understanding. This learning model allows the

teacher to provide accurate feedback to each student.

There are possible gaps that are believed to be in the IWY model, such as the firm belief

that the model assumes learners at the same pace, from I do to We do, and lastly, You do. The

model does not teach all learners unless the teacher is very keen. The first learners would go ahead

of the slow learners, and the teachers try to control the classroom creating problems in managing

the classroom. Besides that, the models require the teachers always to be ready for the lessons.

 Student: Submitted to Grand Canyon University

 Possible typo: the I  the

 Student: Submitted to Grand Canyon University

 Passive voice: students is checked by

 Student: Submitted to Grand Canyon University

 Three successive sentences begin wit...: The

 Passive voice: have been taught

 Spelling mistake: Serdyukov

 Student: Submitted to Grand Canyon University

 Student: Submitted to Grand Canyon University

 Possible typo: the We  the

 Spelling mistake: Assiter  Sister

 Student: Submitted to Grand Canyon University

 accurate: accurate  right

 Passive voice: are believed to be

 Student: Submitted to Grand Canyon University

 assist, assistance (help): assist  help

direction are being involved. This strategy is implemented in K-8 schools with the aim of teaching

new literacy concepts. When the session starts, the teacher takes charge. As the learners gain skills

and information, the teacher develops them by involving them in various activities. This helps

them to be ready for the final stage, which they work on their own.

IWY supports introducing new literacy concepts to learners by providing precise and

straightforward techniques to teach the students. In the I do phase, the students are introduced to

the idea using various methods such as teachers reading aloud text while the learners listen

attentively and ask questions. If it is the title of a book learners read for middle graders, the teachers

may start by examining the top cover of the text to determine the type. After the concept has been

introduced to the students, the teacher moves to the guided practice level, where they work with

the learners to facilitate learning (Casey and MacPhail, 2018). The teacher may even pair the

learners to work on the concept by using examples. The ability to understand of the students is

checked by the teacher, providing additional instructions where necessary and adapting the

instruction based on personal needs. Lastly, the students do a lot of reading on their own. The

learner may read aloud the text or new vocabulary learned, among many things. The teacher then

checks for understanding and provides feedback. The students master the concepts by practicing

what they have been taught. And before moving on to the next lesson, the teacher ensures that the

student understands the concept well.

The IWY model also supports students' engagement as the students, typical and atypical,

get involved in learning via asking and responding to any questions available. Questions promote

I will use the IWY in my future classes. These models assist in sharing the responsibilities

of learning between the teacher and the student. Besides that, I will use this model to promote my

student’s ownership of learning as well as promote success. I will demonstrate to the students what

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they should do. Lastly, I will give assignments to my students to work on. I will then check and

provide feedback for corrections.

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References

Assiter, A. (2017). Transferable skills in higher education. Routledge.

Casey, A., & MacPhail, A. (2018). Adopting a models-based approach to teaching physical

education. Physical Education and Sport Pedagogy, 23(3), 294-310.

Serdyukov, P. (2017). Innovation in education: what works, what doesn’t, and what to do about

it?. Journal of Research in Innovative Teaching & Learning.