The IWY method is an effective way to teach literary concepts. The method has been used successfully in creating phonetic and print awareness. The strategy gas been successfully implemented in K-8 grade levels with impressive results. The I do, we do, you do method is succesful because it breaks down learning into a beneficial cycle. The I Do step uses direct instruction where the teacher demonstrates the literacy concepts. In the We Do section, the teacher collaborates with the student through guided practice. (Hammond & Moore, 2018). In the final You Do stage, the teacher allows the student to take responsibility for their own learning through an application of the concepts taught. It is an effective educational strategy in the classroom as it puts knowledge into action.
In an instructional plan, all the concepts of learning must be observed. The IWY method supports the introduction of these new literacy concepts (Hammond & Moore, 2018). An example is the use of IWY method to enhance phonetic awareness. The teacher would need to identify, read and pronounce words in order to instruct the students (Schmoker, 2018). This would be the first part of the learning process, which would be followed by the collaborative session. The student would then try alone. The cycle would be repeated for other concepts which would then be applied in a similar pursuit.
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The IWY method is flexible and dynamic. This allows the instructional plan to be adjusted to suit the response of the students. This feature benefits atypical students because the teacher can adjust their teaching in response to the students' response (Mulholland & O'Connor, 2016). An atypical student benefits the most from the We Do part as the teacher is able to observe individual shortcomings or gains. The teacher may also be able to gauge the understanding of the majority of typical learners in the classroom. Students may also support each other during this stage.
The concept of differentiation is also prominent in the IWY method. A teacher can observe that their instruction was not as well received as other previous lessons. The concepts may big be well perceived (Hammond & Moore, 2018). The teacher can then differentiate his lesson plan and reintroduce the concept again. For instance, a visual learner can be engaged by the teacher reintroducing a concept by use of visual aids (Schmoker, 2018). The teacher will be careful to observe each student's response. This information will be used in the second part of the IWY. The students will now be grouped according to their learning styles. The introduced concept will be reinforced in a better environment for each child.
The IWY method of gradual release of responsibility is not perfect. Its main gap is that it is only perfect for the average learner. The slow learner is confused while the fast learner is bored (Schmoker, 2018). The teacher is therefore overwhelmed trying to managing this classroom with all sorts of diverse students. Engagement may be less productive if the differences are told glaring among students. Differentiation helps in addressing the gap and balancing all the student needs.
The IWY method is necessary in the professional conduct of a teacher. The instructional plan requires the teacher to apply the IWY steps in the introduction of new and old concepts. The teacher can then use the same cycle to get the students to participate and create collaborative learning (Schmoker, 2018). The choice and voice of the student can also be heard as the IWY provides a controlled environment for dialogue (Hammond & Moore, 2018). Lastly, the interactions in the classroom provide a suitable platform for peer interactions and development of integrated learning. This makes differentiation easier and more effective. The instructional plan for any professional simply needs to follow the three steps of the learning process.
References
Hammond, L., & Moore, W. M. (2018). Teachers Taking Up Explicit Instruction: The Impact of a Professional Development and Directive Instructional Coaching Model. Australian Journal of Teacher Education, 43 (7), 110-133.
Mulholland, M., & O'Connor, U. (2016). Collaborative classroom practice for inclusion: perspectives of classroom teachers and learning support/resource teachers. International journal of inclusive education, 20 (10), 1070-1083.
Schmoker, M. (2018). Focus: Elevating the essentials to radically improve student learning . Ascd.
