The part of the gradual release model is the "You Do" during which students practice and apply what they have learned. The assumption is that students have a solid understanding and that they are able to practice correctly. What I have noticed is that not all students are practicing correctly, there are usually misconceptions that need to be addressed, and students are using ineffective strategies because they want to get the answer correct. When teachers see that students are making errors it leads to modeling again for students, providing numerous scaffolds, or guiding students step by step until they are able to complete each task or problem correctly. Because this time is not effective it leads to what appears to be students not transferring or applying what they have learned. I believe that having the last part of the lessons be the "I Do" or teacher does is an effective way to address misconceptions and help synthesize student learning. There will be enough anecdotal data to provide examples for the teacher to anchor this part of the lesson.
While the gradual release model might make sense in language arts instruction, it would be more effective to flip the model to You Do, We Do, I Do during mathematics instruction to support multilingual learners and all mathematics language learners. It is important to guide students to take ownership of their own learning and provide supports & scaffolds when they are needed for students to make sense of the mathematics.
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