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    I Do We Do You Do

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    Middle school teachers realized students were struggling on assessments and that the curriculum was not addressing needed skills. They developed a three step process called "I do, We do, You do" to differentiate instruction. In "I do", the teacher demonstrates a skill. In "We do", the teacher and students practice the skill together. In "You do", students work independently with teacher support. Test scores increased from 20% to 30% growth after implementing this process, showing its effectiveness in improving student achievement through differentiated instruction tailored to individual needs.

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    I Do We Do You Do

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    api-348741798
    122 views2 pages
    Middle school teachers realized students were struggling on assessments and that the curriculum was not addressing needed skills. They developed a three step process called "I do, We do, You do" to differentiate instruction. In "I do", the teacher demonstrates a skill. In "We do", the teacher and students practice the skill together. In "You do", students work independently with teacher support. Test scores increased from 20% to 30% growth after implementing this process, showing its effectiveness in improving student achievement through differentiated instruction tailored to individual needs.

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    i do we do you do

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    Middle school teachers realized students were struggling on assessments and that the curriculum was not addressing needed skills. They developed a three step process called "I do, We do, You do" to differentiate instruction. In "I do", the teacher demonstrates a skill. In "We do", the teacher and students practice the skill together. In "You do", students work independently with teacher support. Test scores increased from 20% to 30% growth after implementing this process, showing its effectiveness in improving student achievement through differentiated instruction tailored to individual needs.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    122 views2 pages

    I Do We Do You Do

    Uploaded by

    api-348741798
    Middle school teachers realized students were struggling on assessments and that the curriculum was not addressing needed skills. They developed a three step process called "I do, We do, You do" to differentiate instruction. In "I do", the teacher demonstrates a skill. In "We do", the teacher and students practice the skill together. In "You do", students work independently with teacher support. Test scores increased from 20% to 30% growth after implementing this process, showing its effectiveness in improving student achievement through differentiated instruction tailored to individual needs.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 2

    I do, We do, You do

    Reference: Bowgren, L., & Sever, K. (2010). 3 Steps Lead to


    Differentiation. Journal Of Staff Development, 31(2), 44-47.

    Method and Results of the Study:


    Through different data analysis, middle school teachers learned that
    their students were struggling on state assessments. They realize that
    the curriculum being taught did not help address particular skills that
    needed to be learned. As a result, language arts and literacy teachers
    adjusted their curriculum to help create targets for helping students
    with different abilities. They created a three step process called, I do,
    we do, you do.
    I do is when the teacher demonstrates what the students will be
    doing and learning. This time is for instruction and it allows the
    students to see the teacher model how to do something correctly.
    We do is the teacher and the students doing what was just modeled
    and doing it together. It is a good follow up strategy on what has
    recently taught and helps student to retain what they are learning.
    You do is allowing the student to do it on his or her own. This helps
    students to enter a new stage of independence. Teachers should help
    sustain these students when they enter this stage. They encourage
    and support them. It helps learners maintain success. Results of these
    students were incredible. There was a growth in students
    achievement. Students tests scores jumped from 20% to students
    increasing by 30%.

    Implications of the Results:


    Differentiation learning in the classroom should be based on students
    needs and talents. It should be motivating and provide interest for the
    students. It should also help them learn new skills and improve the
    skills that posses. It should also be there to help with cognitive needs.
    Differentiating learning should be a way to shape the learning
    experience for all students. The I do, we do, and you do model is so
    helpful in allowing all students to participate and have an opportunity
    to succeed. There is a quote from the article that I really like. It says,
    Differentiation does not dilute content, add to content, or change
    content. Rather, it presents content in differing ways with necessary
    adjustments to pave each learners way to successful learning.
    Shape the way I teach:
    This was a good article for me to read because lately I have done a lot
    of teaching and talking in my practicum classes. However, I have not
    given my students more of an opportunity to do things with me and
    then by themselves. Often I will explain something but not show how to
    do it. Then I will give the students an assignment to do it. I want to do
    better as implementing the I do and we do steps into my teaching
    because I feel like the students will learn and remember more of what
    they are being taught.
    I do, We do, You do

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