The competent experts are involved in procedures or processes and the material. Although novice learners are not expected to make progress as quickly as experts, they are still learning and building expertise. It is clear from research that novices learn well from experts’ approaches. Learning-based problem solving and learning discovery are euphemisms for learning inquiry. The model starts with the “Do You Do” stage and then rapidly releases responsibility as I turn the model on its head.
Collaborative learning can be effectively incorporated into the I Do We Do You Do model through various productive methods, such as peer-to-peer collaboration instead of teacher-student collaboration during the we do stage. It is important to avoid any confusion between the we do stage and collaborative learning. Additionally, the model can be enhanced by incorporating collaboration in other beneficial ways. It is advisable to approach the we do stage with caution.
Matching pairs (we perform stage).
Brain Dump 1-2-4 (you perform phase).
One individual per each step (repeat the stage).
Retrieval Pairs
Mainly focused on preparing cards or other prompts. The teacher’s involvement in this stage is through guided concept mapping. A similar approach can be used for other review exercises, such as flash card partners. The process is repeated with different concepts and students switch roles. The partner provides answers and receives feedback on whether they are correct or not, along with the correct answer. Then, the student provides their partner with the initial sound of the answer or each word as a prompt. For instance, flash card partners involve one student holding up a card or paper with a concept explanation on one side facing their partner, and the concept name on the other side.
Brain Dump 1-2-4
During the preceding stage, despite the presence of four individuals within the group, their focus is solely on deliberating two consolidated knowledge repositories. Subsequently, these pairs amalgamate with another pair, resulting in a fourth brain dump, which initiates a repetition of the discussion and modification procedure. A consensus is reached regarding a solitary, unified brain dump. Following this, students form pairs once again, engaging in a dialogue concerning each other’s brain dumps, subsequently rectifying and enhancing them based on the aforementioned conversation. Finally, students proceed to transcribe all the information they can recollect from a lesson or topic, constituting the first brain dump.
1 Person per Step
If your students are learning the procedure of multiplication, you can use multiplication of digit 2 by digit 2 as a multi-step step.
Multiply the highest number by the units.
Multiply the upper number by the tens.
Combine the responses from steps 1 and 2.
To reduce social loafing, it is recommended that you have students use this strategy after independent practice. (Groups of 2 are better than groups of 4) One person may do 2 steps, which may be unevenly distributed. Each person should take turns to solve at least 3 problems. Once each person has completed one step, you can place them into groups of 3 students.