Part 1: I Do, We Do, You Do Observation
Many educators use the I Do, We Do, You Do technique to pass on literacy concepts to students. The following observation was carried out in a Grade 4 art class. The teacher was showing the students how to observe and create a potrait. The teacher has to first ensure that he or she has the full attention of the students. This is because they need to use the action the teacher is performing in order to follow the subsequent instruction.
I Do, We Do, You Do Template
| Describe the literacy standards-based concept that was introduced. | |||
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Direct Instruction I DO |
Guided Practice WE DO |
Independent Work YOU DO |
Materials/Resources |
| The teacher performs the activity that they want their student to perform. This act is a form of modelling that allows the child to know exactly what is required of them. This art teacher shows a picture of the potrait that she has done herself. The teacher then explains the picture and this shows the student what she thinks. To avoid confusion, it is best to use only one example at a time. The description of the picture helps the students to understand and relate the various objects in the visual presentation. This teacher used the photograph she had of her friend to portray an image of women of good character. |
The We Do part requires the participation of the class students. The students will then contribute to the overall compilation of the observation template. This teacher did not allow random students to voice observations. Instead, she had students answer questions in an orderly manner. Each student was required to provide their own unique answer from any parameter observed. The art teacher later explained that chorus answers leave a false impression of full succesful participation. However, some students may not fully understand the concept. Individual answers were more effective and it was easier to correct errors. The teacher gently corrected wrong cues and encouraged the students to try again. Correct answers were affirmed and commended. The We Do section allowed the teacher to guide the student and enhance their understanding. |
The You Do section was more personal. It began with the teacher providing a synopsis of a new potrait to students in groups of four. The students would then decide how to intepret the potrait, and fill out the observations. The teacher does not interfere at this point and the students do this on their own. The final You Do teaching takes place where the student is required to carry out the activity on their own. This is the ultimate goal of this learning process, and it may need some replication to be succesful. |
She then broke down the picture into individual objects that could be associated with the said women. They include the setting or location where the potrait was taken , good dressing, facial expressions, gestures and even props that may be placed with the aim of fulfilling the requirements of the potrait. |
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What differentiation was applied during the lesson to accommodate students? The teacher used different questions when addressing different students. Some students were easier to question as they understood the prompts faster. However some required additional assistance such as repetition and one on one prompting. Some even needed to go through the lesson afresh. |
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What were the gaps identified during the lesson observation? Gaps identified included children who struggled with relating visual cues to literature. There was a disconnect in a few students who couldn't relate events or information. These were given more attention during the We Do part of the lesson. |
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Part 2: Teacher Collaboration
When introducing a new literacy concept, it is best to use the direct instruction method. This method is most suitable because it allows the student to get all the concepts without any confusion and learning prejudice from past literacy concepts. This method is also more wholistic as all angles are covered and the student can distinguish between different literacy concepts.
The model included direct instruction in the first step of the learning process. The second part of the learning involved guided learning where the teacher allowed active participation. Correction and positive reinforcement was part of the process. The third and final step was in independent work, where students worked without the teacher's intervention.
Strategies to create student interaction include asking controversial questions and encouraging participation. This creates a debate that can be regulated to become a fruitful discussion. Allowing students to ask questions also encourages discussion. Incorporating technological assistance can also encourage participation as many students use technology socially. Succesful differentiation requires understanding of the concepts. For example, differentiation in arithmetic classes requires assessment to place the student in their performance level. However, in a speech or pronounciation class, changing the learning styles may be effective enough to reach all students.
Asking students to summarize a lesson is an effective way to evaluate whether concepts have been understood. This immediate assessment would help build on the understanding of future learning and in evaluating what needs reinforcement. Atypical students require the teacher to slow down or hasten the teaching process in order to accommodate them. Allocation or moving to a special class may also be necessary.
The language gap is the most common learning gap in literacy concepts. This affects the rest of a students learning because language is the primary avenue of learning. Such a student takes longer to grasp basic concepts because they have to overcome the language challenges. The methods applied above are effective in introducing and passing on literacy concepts. The overall effectiveness can be evaluated by repeated evaluation as more concepts are introduced. This is helpful in building on the initial concepts. Educators in a management level can assist teachers to improve instructional practices by availing the necessary resources. Teachers can also seek professional opportunities by encouraging subordinates to apply similar practice.
Part 3: Reflection
The literacy lesson observed above incorporated several strategies. The first was teacher based learning. This was seen in the introduction of the literacy concepts. The main observation was that direct instruction is the most important strategy in the initial stages of learning. The student is able to learn the foundational aspect of the concepts before they are introduced in other forms.
The second instructional strategy was collaborative learning. This is student based learning where the student is free to ask questions and make contributions. This strategy is suitable for gauging overall comprehension of literacy concepts. This method was the most important in my observations. My realization was that as a new teacher, it is possible to overlook this step and assume everyone is on the same level. However, observing the literacy lesson demonstrated better and more effective ways of ensuring that the entire classroom had a general understanding of the concepts presented. The entire lesson was instrumental in bridging the gap between theory and practical application in the classroom. Experience also helps in making better observations in the classroom.
The student centered approach proved to be the ultimate goal of the process. All the steps were perfected by the student actively participating in the learning process. Student participation ensured that the teacher could correct misconceptions early and guide the student back to the right path. This is effective in avoiding learning prejudice which may develop when wrong understanding sets in initially. Flexibility is also very important in the classroom. It assists in accommodating atypical learners who may be faster or slower than other learners. This includes students with various learning disabilities. The exercise helped in resetting the path of professionalism differently. It emphasises through importance of patience, flexibility and interaction. The exercise taught that teaching can be improved by increasing observation skills and clarifying instructional and teacher based directions. Finally, building rapport and supporting collaborative learning is the future of effective learning.
