I Do, We Do, You Do Template Part 1: I Do, We Do, You Do Observation Describe the literacy standards-based concept that was introduced. Direct Instruction I DO Guided Practice WE DO Independent Work YOU DO Materials/Resources The teacher introduced a literacy concept by teaching the students on her own. First, she explained the basic concepts of the math class where she identified the major concepts and ideas in the topic. Second, she used some working examples to provide the students with an understanding of the topic The teacher gradually dispensed responsibility to the students by giving them simple examples to work on. The most beneficial tactic she used was faded examples where the students had to fill in some missing sections of these examples. Group work was also used as the students solved these examples along with the teacher. This section involved the students thinking for themselves and recalling what the teacher had taught. The teacher allowed the students to answer practice questions where they were required to complete all the questions on their own. The materials used in the ‘I do’ phase were concept diagrams which aided the teacher in delivering her topic. Group work saw the use and sharing of teaching material among the students as they solved the faded examples given. What differentiation was applied during the lesson to accommodate students? The teacher incorporated the slow learner students by retaking the I do, We do, You do the technique. For the students who had trouble retrieving from their memory the teacher helped them solve their examples and later issued them with new examples. What were the gaps identified during the lesson observation? The main issue I noticed while observing was the lack of synchronization between some of the learning phases. The students tended to attempt the You do phase on their own before the teacher allocated them their categories. Part 2: Teacher Collaboration Notes The most efficient teaching concept the teacher identified was the use of concept diagrams, Venn diagrams, and cause-effect diagrams. The teacher found these to be effective in delivering procedural concepts during their class.The teacher’s model mainly incorporated guided practice. At the onset of the lesson the teacher guides the students through the new concepts in the topic, in the We do phase she allows the students to perform the examples using her help. She also assists the slow learner students in you do phase by helping them solve their examples and giving them new examples.The teacher uses group work discussion to improve the children’s retrieval skills and interaction. This is a very efficient method because the students assist each other hence increasing their knowledge in the process.Students who are unable to correctly understand and solve the examples given to them by the teacher are identified and a different teaching strategy is used on them. The teacher also goes through the I do, we do, you do process with them for a second time allowing the students to catch up.The teachers assess the student’s understanding by asking them questions during the class. The teacher also revisits previously taught classes to test the student’s retrieval capabilities and efficiency.The atypical students in the class are allowed more time to go through the IWD technique. Extra lessons are also allowed for these students allowing them to catch up with the rest of the class.The largest gap is in the introduction of the topic and the I do phase. The delivery of the concept at this phase is complex and difficult because the students tend to have a low rate of concentration. Most students do not understand until the second round of teaching. This is why I use conceptual diagrams to assist the students.This teaching model is quite effective for most of the students. This can easily be reflected on how the students perform during their exams. I would advise other teachers to try this method of introducing new literacy concepts.By coordinating with other teachers on the various professional strategies they use, I am easily able to adjust my teaching method to accommodate and mitigate any instructional deficiencies I might have.Part 3: ReflectionThe I do, We do, You do literacy teaching technique is one of the best teaching strategies to use on students. This strategy has helped me during my learning years. I find that this teaching technique allows the teacher to completely integrate and synchronize with his or her students. The literacy delivery method can be used in a reading class by the teacher by reading the book out loud to the students. This will greatly assist the students to pick up on the proper reading skills they should understand. A reflection on the I do the technique, the teacher should aim at delivering the maximum amount of information to the students. In the phase, the students must be allowed to ask questions where they do not understand, preferably after the lesson or topic is completely introduced. This will prevent the interruption of the teaching sequence in which other students may be indulged in. The teacher using concept diagrams is an efficient method that aided the sequential flow of ideas. The students positively responded to this mode of literacy delivery. We do the phase of the technique the teacher used group works. The students were able to disseminate their ideas to each other. I found that this allowed the students to tone and finesse their skills with prolific eloquence. The teacher used faded examples which she assisted the students to solve. Finally, You do technique saw the students practicing on their own. The teacher can pick up on how much was delivered on the new literacy. This gauging allowed the teacher to identify the ideas that needed to be revisited in this technique. This finding on this technique is a great tool that I will use in future professional practice and teaching strategies. The illuminating experience and interaction with the teacher and students allowed me to view the pros and cons of the technique from a third-eye perspective. The use of concept diagrams can be good incorporation into my future teaching strategies. This is a great way to deliver procedural concepts that may be confusing to students when delivered by word of mouth. Additionally, faded examples are a great way to assist the students to retrieve their solutions from previously taught topics. The technique aids them to easily recall these concepts. The I do, We do, You do technique should be used consecutively which will also help the teacher tone their delivery skills.