The I Do/We Do/You Do model (also called gradual release of responsibility) is perhaps the most evidence-backed teaching structure in Australian education. The teacher moves from high support (modelling) to shared practice to independent application, releasing responsibility as students gain competence.
This isn't "chalk and talk." It's structured, intentional, and it works across primary and secondary.
You demonstrate the skill or process while thinking aloud. Narrate your thinking so students see your mental steps: "I notice this word has a prefix. I'm going to separate it: un-cover. That helps me figure out the meaning."
Key Points: Make thinking visible. Use a document camera or board so all students see clearly. Narrate your decisions and self-corrections. If you make a mistake, fix it aloud so students see that mistakes are part of learning.
Aim to spend 10–15 minutes here. This is where the foundation sets.
Now you and students do the task together. You might complete the first one together, then have students try the next one while you circulate with support. Scaffold heavily: use sentence starters, provide worked examples, check comprehension before independent work.
This is where you catch misconceptions. A student who seems to understand in I Do might reveal gaps in We Do. That's exactly what this phase is for.
Duration: 15–20 minutes depending on complexity. Don't move to You Do until most students are showing understanding.
Students practise independently or in pairs. They apply the skill with decreasing scaffolding. This is where learning solidifies. Some students might need more scaffolding than others — differentiate the task or provide a graphic organiser to some while others do the full task.
Monitor closely. Use formative assessment: circulate, ask questions, collect exit tickets. If many students struggle, pause and re-teach before assigning homework.
Rushing I Do: Teachers often assume students understand after one modelled example. Show 2–3 examples with different contexts so students see the principle, not just the procedure.
Skipping We Do: Some teachers jump from modelling to independent work. We Do is non-negotiable for most learners. It's where you see if understanding is real.
Assigning too much in You Do: Ten problems is often overkill. Five well-chosen problems with increasing complexity is more effective than 20 repetitive problems.
I Do: "I'm solving 34 + 27. I'm going to partition the numbers: 30 + 4 and 20 + 7. Now I add the tens: 30 + 20 = 50. And the ones: 4 + 7 = 11. That's 5 tens and 11 ones, which is 61."
We Do: "Let's try 45 + 28 together. Can someone tell me how to partition it?" Guide students through the same steps.
You Do: "Now you solve 32 + 19 using this method. Show your thinking."
That's the model. Three examples, increasing independence.
Worked Examples: Show a completed problem step-by-step.
Sentence Starters: "I notice... I'm going to... This helps me..."
Graphic Organisers: Flowcharts, concept maps, tables — visual supports that students fill in.
Think-Alouds: You verbalise your reasoning so students hear your mental process.
Peer Models: Have a capable student demonstrate to the class. Peers often explain things in ways their peers understand.
