Should "I do, We do, You do" in math?

Gradual Release of Responsibility (GRR) gets a bad rap because many teachers take it to mean 20 minutes of “I do” aka direct instruction, then 20 minutes of “we do” aka worksheet practice, then 20 minutes of “you do” aka getting started on homework. As I learned my first year of teaching, that doesn't work for students who struggle.

Here are five small adjustments to make your math instruction more effective for your students who struggle.

Five "I Do, We Do, You Do" Tips

1. Break it up.

Instead of 20 minutes of “I do” (direct instruction) then 20 minutes of “we do” (worksheet work) then 20 minutes of “you do” (homework or independent work), think about breaking down each type of problem systematically into 3 practice problems of similar solving style. We'll call each of these 3 practice problems one "chunk." For each systematic chunk you'll do three things with your three problems: Model one problem, informally formatively assess, and have accountable collaboration. Then do those three steps for the next systematic chunk and so on. Systematic instruction has been proven to be an effective intervention for students who struggle with math, so it's important we utilize that method in our instruction.

2. It doesn’t have to be black and white.

Don't play into the "Math War" between explicit instruction and inquiry instruction. Instead be a shade of gray, implementing the most effective teaching strategies for the kids in front of you.

3. Create grapple time.

Always try to intro the unit with a grapple task. Systems of equations is a great example. There’s a LOT to teach with systems of equations… substitution method, elimination method, graphing… a lot. And using systematic instruction will surely help your students to master the strategies. But those strategies won’t interest the students if they don’t have the bigger picture in mind. Instead of launching your systems of equations unit going straight to the solve by graphing algorithm, intro it with some grapple time. Give the students a real world systems of equations problem and let them think and grapple and struggle and persevere. Let them make trial and error tables. Let them draw diagrams. Let them make their own meaning for at least 20 minutes. Once they’ve started to come to their own conclusions, use systematic instruction and formative assessment to help them learn how to solve these problems more quickly with the three common algorithms.

4. Honor multiple paths… ALWAYS.

Always allow students to show work in their own way, with their own algorithm or process. Never take off points or ridicule students who don’t do it your way. Math instruction can be very step by step, but if your students make their own meaning and solve it differently than you show when you model the problem, let it be! Celebrate it even! Always (and I mean 100% always) allow students to solve a problem differently than you showed and never (100% never) take points away when they do it.

5. Make it cooperative.

Our instruction must be cooperative and allow for students to talk to each other and learn from each other. When you do systematic instruction correctly, students will feel empowered to own their learning and having time to discuss with peers will no longer result in off task chaos. Find ways to bring collaboration into your math lessons.

Take this to the next level

If you want to learn how to combine systematic instruction with formative assessment for a super effective instructional routine for students who struggle, check out my free math intervention masterclass where you'll learn exactly how to boost student engagement, collaboration.

Register for the FREE mini-workshop