Series: Lindsay Young: Arts Integration in Special Ed

I Do, We Do, You Do
Lesson Objective: Prepare students for independent work
All Grades / All Subjects / Modeling

Thought starters

  1. How does this strategy gradually release responsibility to students?
  2. \What can you learn from Ms. Young's reflections on how her use of this strategy has changed over time?
  3. How does this strategy support the ELLs and students in Special Education in Ms. Young's class?
34 Comments
This method is great for introducing new content. It helps check the student's understanding. It also allow for any questions the student may have to be answered before they have to complete the lesson themselves.
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I love that you say, "They feel safe learning new things." A classroom environment that provides confidence to try is priceless.
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In addition, I suppose that this is a good way of looking at how the gradual release model works when performing a step by step process. I reckon that this amazing video will be a great information for all tutors. It was simple and very clear. Thanks for sharing.
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It's a very incredible video! I have never collided with this before. It's obvious that teaching the students and children specific concepts can often be complicated , especially when the ideas or information is new and unfamiliar to them. I think that this teaching strategy is the easiest way in the teaching of new academic material. In addition I suppose that
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examples are really important for students to help in their learning.
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Transcripts

  • I Do, We Do, You Do Transcript

    LINDSAY YOUNG [sync]
    00:00:00 Now, we’re going to get to the project where you

    I Do, We Do, You Do Transcript

    LINDSAY YOUNG [sync]
    00:00:00 Now, we’re going to get to the project where you are going to have to create a portrait.
    LINDSAY YOUNG
    00:00:04 One of my strategies is the I Do, We Do, You Do. Every time I introduce a new concept, I’m going to do that. There might be a student that doesn’t need modeling. But there’s always a student that does. So, why wouldn’t I provide that scaffold for them?

    00:00:19 So, every time I ask them to do something, I- I model it first.
    00:00:25 [TITLE: I Do, We Do, You Do]
    [TITLE: A Classroom Strategy]
    LINDSAY YOUNG
    00:00:29 My students are not only in mild to moderate special education, but they’re also long term English language learners.
    LINDSAY YOUNG [sync]
    00:00:37 You’re each going to get a portrait scenario. Okay? You’re going to have to create a portrait. I’ll show you- Here’s the sample photo.
    00:00:48 [TITLE: FURTHER VIEWING]
    [TITLE: Look in the guide for the complete lesson video]
    LINDSAY YOUNG [sync]
    00:00:49 I don’t know if you recognize Ms. Talbot and that’s me. And this is our example portrait.
    LINDSAY YOUNG
    00:00:55 It’s important to show students how we think. So, when I introduced the final project, I had an example of what I wanted the finished project to be and I had a graphic organizer up that was blank, which looked identical to theirs, and I had the synopsis.
    LINDSAY YOUNG [sync]
    00:01:11 This is the sample. Look up here and follow along. This is a portrait of two sisters who are very good girls.
    LINDSAY YOUNG
    00:01:17 The I Do part is just me modeling how I’m thinking about the picture. I’m just thinking aloud.
    00:01:25 [TITLE: STEP 1 – I DO]
    [TITLE: Direct Instruction: Model the activity]
    LINDSAY YOUNG [sync]
    00:01:28 So, I need to think, “How can I portray this?” So, I’m going to start and I’m going to say, “Okay, sisters who are very good girls.”
    LINDSAY YOUNG
    00:01:37 The whole thing is a gradual release of responsibility from teacher to student.
    LINDSAY YOUNG [sync]
    00:01:42 What kind of clothing would I wear-
    STUDENT
    Modest.
    LINDSAY YOUNG [sync]
    -if I were a good girl? Ooh.
    LINDSAY YOUNG
    00:01:49 At this point, I’m not asking for student participation. But they- they might jump in and say something and that’s fine. But I can’t at that point then say, “Oh, they all get it” and just skip to the You Do.

    00:02:03 You know? Because two people chimed in, but I had 12 students there today. So, I have to assume that maybe 10 were still listening or kind of not- not there yet. But when I first started teaching I would have said, “Great. They got it. Okay, let’s move on. You guys do.”

    00:02:19 So, then I moved on and I did the We Do. So, the We Do portion of the lesson is really you’re still providing prompting. And that’s really what We Do means is that I’m not leaving them hanging.
    00:02:30 [TITLE: STEP 2 – WE DO]
    [TITLE: Guided Instruction: Work with students on activity]
    LINDSAY YOUNG [sync]
    00:02:33 They study all the time. I think I can show that by props. What would I be holding if I studied all the time?
    CLASS
    Books.
    LINDSAY YOUNG [sync]
    00:02:41` Books.
    LINDSAY YOUNG
    00:02:43 The You Do was the actual project. So, then I said, “Okay, now you’re ready to do it,” and I gave each group their synopsis and their graphic organizer.
    00:02:53 [TITLE: STEP 3 – YOU DO]
    [TITLE: Independent Practice: Students work on their own]
    BRACELET
    00:02:56 And then, okay, the grandparents they’re gonna be- you’re gonna be the grandfather. You’re gonna be the grandmother. You have to wear, like, a beard.
    LINDSAY YOUNG
    00:03:03 I’ve found that the clearer I am, the better quality work I see from the students. And because the students know what they’re doing, they feel safe learning new things.
    00:03:20 ***FILE END***

School Details

Verdugo Hills Senior High School
10625 Plainview Avenue
Tujunga CA 91042
Population: 1484

Data Provided By:

greatschools

Teachers

Lindsay Young

Newest

TCH Special

Grades 6-12, All Subjects, Civic Engagement

TCH Special

Grades 6-12, All Subjects, Civic Engagement

TCH Special

Grades 6-12, All Subjects, Civic Engagement

Teaching Practice

All Grades / All Subjects / Collaboration