There are many instructional strategies and moves from language arts instruction that are applicable to mathematics instruction. In experience & observation, the Gradual Release Model or "I Do, We Do, You Do" approach is not effective in the mathematics classroom. Starting with "I Do", means that the teacher models or thinks aloud through a problem or task without giving students the opportunity do the math first. All of our students are capable mathematicians and they bring with them experiences that can help or hinder their understanding. By going directly to teacher modeling first we teachers miss the opportunity learn about the previous knowledge, level of conceptual understanding, & possible misconceptions. Do students need guidance at the start of a lesson? Yes. Will students need supports & prompts to know what to do at the start of concept unit? Yes. Am I encouraging teachers to have students frustrated & practice incorrectly? No! Is it important for students to use what they know from in previous grade levels & at home in order to make connections to other math concepts & previous learning? Yes! Our students do not begin each school year, concept unit, or lesson as blank slate. We cannot assume that they know nothing & that during the "I Do", we are going to teach them everything they need to know. This leads to teaching too much at a time & not allowing for processing time or repeating what they already know & not going deep enough. (Part 2 of this post continues next month)
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