I do.. We do.. You do.. OR not!

 January 29, 2022

    When I went to college, there was a heavy focus on lesson planning and how to implement those plans. The layout was simple and easy to remember. I do it! We do it! You do it! This idea of gradual release was called "teaching." It made sense. The idea of modeling a strategy or technique first, then allowing students to join before releasing them to go do it by themselves. Then, the game changed 1-2 years into teaching. 

    At first, I was not interested in this new approach. I was confused. It wasn't how I was trained. I was frustrated. I didn't understand. I'm sure many teachers have these same exact feelings when presented with something new in the educational field. It's hard! We already work hard as it is. When we have to learn something new, sometimes it can be overwhelming and frustrating. But that is education. It is ALWAYS changing. 

    It did not take long to realize, I was struggling with the idea because it wasn't what I was used to. There was nothing wrong with the new technique. In fact, it was better. It allowed students to learn more and remember it. It was amazing! I just needed the time and information to practice and implement in the classroom like I was trained in college. But in the real world, there is no time to practice. You have to jump right in.  

    The idea of gradual release and memorization is a thing of the past. Studies have been done that show this is not the most effective way to learn. Wait, no more I do, We do, You do?! That's right. How do you learn? When someone presents something new to you or gives you new information, what do you need in order to remember it?! Many would say I need to do it myself. That's what our students need too. 

    In my classroom, I take the strategies and approach we have been pushed into with Math for conceptual learning and Science exploration into all content areas. I present something to my students. It maybe a picture, a passage, or anything to do with the concept I'm trying to teach them. They start the lesson. They tell me what the information is and how to use. They tell me what is happening and how I can make sense of it. Then, I challenge them with new information. I may present them with new vocabulary or ideas or a strategy they had not thought of. From that point, my students then learn something new to add with what they already know. Then, I give them time to practice and apply it on their own. It is very student driven. 

    It is not sitting in class listening to me tell them how to do something. It is not memorizing multiplication facts for them to use later on as they learn. It's exploring a concept to better understand what it is. Sometimes this is hard for me when I lesson plan with others, but I try my hardest to make this an every subject and every day thing. The students are in charge of their learning in my classroom. 

    This week, my student teacher was able to experience both techniques. The I do, We do, You do technique was used first. It was a good lesson, but it didn't really show us what the students know or can do. The next day, she explored with the students and let them lead the lesson. It was magical! She felt like a new teacher. She enjoyed the lesson and was able to tell you exactly where the students were in their learning. Who else is willing to let the kids take control? Who wants to see the magic when students learn through doing and exploration? 

Comment Section: 

How do you allow students to explore? 

When do you give them the lead?