When you evaluate the effectiveness of different strategies, we must always recall that explicit techniques often have the greatest impact on memory recall, "I do, We do, You do" does exactly that. It takes students along a structured learning journey where the teacher imparts knowledge, supports students in using it and then encourages growth through independent practice.
In a nutshell, I do is the part of the lesson where you tell students what they need to know or how they need to be able to apply new knowledge. Modelling would be an example of this stage.
We do is the second phase and involves doing tasks together. for example you could support the students in creating a plan to answer an exam question.
You do is the phase of the lesson where you encourage students to practise what you have already taught them by themselves. Such practise helps students to retain what they have learned and to check their level of understanding and mastery.
At Mangotsfield School, this strategy has been utilised effectively by two contrasting departments. Thank you kindly to Kat Merchant and Pete Radmall for their reviews of the approach in their subjects.
Kat writes:
In English, the strategy is about breaking down the elements of language analysis. I do - I use a quote from an extract we have looked at as a class. Then annotate this quote with technique (orange box), inference (red box) and effect linked to language (purple box).
We do - We then use the annotations from the PowerPoint to write a WE paragraph on the board before the students write their own versions.
You do - For extra challenge students could do multiple interpretations of one quote and/or write a paragraph using the model on a different quote (we had discussed three quotes in the previous lesson so they had notes in their books to be able to do this.)
Impact - I think it helps the students to do a worked example rather than just a pre-written example answer because they get to see me thinking it through and making mistakes. It shows them that it doesn't matter if you go wrong, and that there is a process rather than just a perfect answer that I plucked from somewhere. The colour coding just adds a visual help to the step by step process.
Pete writes:
In Science, the strategy is used by students to review a modelled answer, on this occassion of a scientific method of an experiment they've just done:
We do - They have to count the number of mistakes in the model method. They then get to bet on how many mistakes there are in the method at the same time pointing out the mistakes, hopefully correcting them as they do so. The winner gets a house point.
You do - Discussion from the activity then leads the students to write their own
Impact - Use of a model student answer with deliberate mistakes in as a class activity is very useful for promoting discussion and preparing students for an extended writing task.
If you would like to find out more about the I, We, You strategy then try these links for further reading:
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