I Do We Do You Do Math

The i do we do you do intervention takes the guess work out of how to intervene with students at risk of failure and provides teachers with the tools necessary to meet their individual needs.

I do we do you do math. When our math instruction is just the i do we do you do process we are undervaluing the power of the process the struggle and the thinking of our kids. In general the point of learning any skill is so that you will be able to do it when it might be helpful to you. We deprive them of the deep long lasting understanding that comes from making sense of the math themselves and exchange it for surface level understanding that is easily forgotten and rarely meaningful to students. In case you aren t familiar a think aloud is where the teacher is speaking out loud before the class what she would think if she were in the shoes of the student trying to solve the problem.

Oct 20 2014 i use this template for easy planning for my reading and math small groups. The national mathematics advisory panel nmap defines explicit instruction as follows 2008 p. An rti intervention for math problem solving. This is the part where the teacher is modeling a think aloud.

More information small group lesson plan template i do you do we do nex. This is the i do phase. Calculators are readily available especially now that cell phones are ubiquitous but given the option between doing something on. The i do portion of a lesson involves the teacher just modeling the lesson and students are just watching.

7 the two recommendations which shaped the design of the i do we do you do math problem solving intervention were recommendations 3 and 4 see table on the previous page. Grades 1 5 is a ready made rti intervention based on best practices and current research for students struggling with the underlying thought processes and step by step procedures of math problem solving. 1 teacher models 2 teacher student work collaboratively and 3 student completes independently. Math explained instantly anytime anywhere.

The gradual release of responsibility also known as i do we do you do is a teaching strategy that includes demonstration prompt and practice. But as the student acquires the new information and skills the responsibility of. I do we do you do. A total of 36 problem solving cards are included for each grade 1 5 and follow three simple steps.

Using a you do we do i do approach to learning creates excellent opportunities for students to engage in productive struggle. Your math problems are about to be solved. A t the beginning of a lesson or when new material is being introduced the teacher has a prominent role in the delivery of the content.