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I Do, We Do, You Do Strategy: How to use the gradual release strategy [PLUS Examples!]

You’ve heard about the I Do, We Do, You Do strategy as a way to scaffold new information in your classroom. But chances are, you’re already doing it – teachers are naturals at the technique. We’ll break down the strategy, give examples of using it, and show you how to do Gradual Release using technology. 

I Do, You Do, We Do, Strategy - Classwork.com

What is I Do, We Do, You Do?

“I do, we do, you do” is a teaching strategy that involves a gradual release of responsibility from the teacher to the students. The three phases are:

  • I do: In this phase, the teacher models how to complete a task or solve a problem. The teacher may use think-alouds, demonstrations, or other methods to show the students how to do the task.
  • We do: In this phase, the teacher and the students work together to complete the same task or solve the same problem. The teacher provides support and guidance as needed, but the students actively participate in the task.
  • You do: In this phase, the students work independently to complete a similar task or solve a similar problem. The teacher provides feedback and support as needed, but the students are responsible for completing the task independently.

The goal of the “I do, we do, you do” strategy is to gradually shift the responsibility for learning from the teacher to the students. Students can build their skills and confidence over time by starting with explicit instruction and modeling, moving to guided practice, and finally to independent practice.

10 I Do, We Do, You Do Examples To Jumpstart Your Lesson Plans

Here are a few examples of the Gradual Release strategy at work, so you can understand how to apply I Do, We Do, You Do in your class.

  1. Math problem-solving: The teacher models how to solve a math problem (I do), then the class solves similar problems together (we do), and finally, students solve similar problems independently (you do).
  2. Close reading: The teacher reads a passage aloud and models how to annotate it (I do), then the class annotates a similar selection together (we do), and finally, students annotate a new passage independently (you do).
  3. Writing: The teacher models how to write a paragraph (I do), then the class writes a similar paragraph together (we do), and finally, students write a new paragraph independently (you do).
  4. Science experiments: The teacher demonstrates how to conduct an experiment (I do), then the class conducts a similar experiment together (we do), and finally, students conduct a new experiment independently (you do).
  5. Language learning: The teacher models how to use a new vocabulary word in a sentence (I do), then the class practices using the word together (we do), and finally, students use the word in a new sentence independently (you do).
  6. Art projects: The teacher demonstrates how to create a specific type of artwork (I do), then the class creates similar artwork together (we do), and finally, students create a new piece of artwork independently (you do).
  7. Debate: The teacher models how to make an argument (I do), then the class debates a similar topic together (we do), and finally, students debate a new topic independently (you do).
  8. Social studies research: The teacher models how to conduct research on a specific topic (I do), then the class conducts similar research together (we do), and finally, students conduct research on a new topic independently (you do).
  9. Music performance: The teacher demonstrates how to play a piece of music (I do), then the class plays the piece together (we do), and finally, students perform a new piece of music independently (you do).
  10. Physical education: The teacher models how to perform a specific exercise (I do), then the class performs the exercise together (we do), and finally, students perform a new exercise independently (you do).

Incorporate Gradual Release into your Google Slides and PowerPoint presentations during instruction.

One way to increase student engagement is to incorporate I Do, We Do, You Do into direct instruction. You can do this effortlessly with Classwork’s Slide View.

Slide View can integrate questions and activities into your Google Slides or PowerPoints. So you can demonstrate a new skill or concept, work a question together as a class using our 20+ question types, and then let your students try the concept on their own. 

When students submit their answers through Slide View, you get instant access to the results. So you can address common issues instantly. That instant connection to feedback makes your lesson more engaging and effective. 

With Classwork’s Slide View you can:

  • Upload whole slide fecks from Google Slides or PowerPoint
  • Merge Slideshows with interactive activities
  • Create interactive presentation slides
  • Embed video
  • Get Instant Feedback and data on your students with a cost-effective Nearpod alternative.

Design integrated classroom experiences where teaching, practice, and assessment happen and students learn more.

Try Classwork's Slide View today with our risk-free 30-day trial.

What is the core philosophy of the “I Do, We Do, You Do” strategy? The core philosophy is the Gradual Release of Responsibility. It is a scaffolding framework designed to shift the cognitive load from the teacher to the student. By starting with explicit modeling (I Do), moving to collaborative practice (We Do), and ending with independent mastery (You Do), students build the necessary confidence and skill set to succeed without constant teacher intervention.

 

What specific techniques are used during the “I Do” phase? In the “I Do” phase, the teacher is the primary focus. Beyond just demonstrating a task, effective teachers use think-alouds to make their internal thought processes visible. This might involve explaining why a certain step was taken in a math problem or how they chose a specific annotation during a close reading exercise.

 

How does the “We Do” phase prevent student misconceptions from taking root? The “We Do” phase serves as a safety net. It is a collaborative stage where the teacher provides guided practice. By working through problems together as a class or in small groups, the teacher can provide scaffolding and immediate correction. This ensures that students are practicing the correct methods before they are expected to perform them alone.

 

In what ways can technology like Classwork’s “Slide View” enhance this strategy? Technology transforms the “We Do” and “You Do” phases by providing instant visibility. With “Slide View,” a teacher can embed interactive questions directly into their presentation slides. Instead of waiting to grade papers, the teacher sees student responses in real-time. This allows for an “immediate reteach” if the data shows that students aren’t ready for the “You Do” (independent) phase yet.

 

Can the Gradual Release strategy be applied outside of core academic subjects? Yes. The strategy is highly versatile and applies to any skill-based learning. In Physical Education, a coach might model a drill (I Do), lead the team through it (We Do), and then observe individual performance (You Do). Similarly, in Art or Music, a teacher demonstrates a technique or piece before students practice together and eventually perform or create independently.