Question

The 'I do — we do — you do' approach is a concrete strategy associated with which teacher role?

• A. Mentor
• B. Guide
• C. Facilitator
• D. Counsellor

Answer 1

Answer:

B. Guide

'I do — We do — You do' Approach in Teaching

• This pedagogical strategy is a structured method for introducing and practicing new skills or concepts.
• It breaks down learning into three distinct phases, promoting gradual student independence.

Phase 1: 'I Do'

• Teacher-led demonstration: The teacher explicitly models the skill or concept, thinking aloud to demonstrate the process.
• Purpose: To provide a clear example and establish understanding of the correct method.
• Relevance: Crucial for introducing complex topics where prior student knowledge might be limited.

Phase 2: 'We Do'

• Collaborative practice: The teacher and students work together on the skill or concept.
• Teacher support: The teacher provides guidance, prompts, and feedback as students attempt the task.
• Purpose: To allow students to practice with support, reinforcing learning and addressing misconceptions.
• Relevance: Builds confidence and bridges the gap between teacher modeling and independent work.

Phase 3: 'You Do'

• Independent practice: Students apply the learned skill or concept on their own.
• Teacher observation: The teacher monitors student progress and provides individual support as needed.
• Purpose: To assess mastery and allow students to solidify their understanding through independent application.
• Relevance: Essential for developing self-efficacy and ensuring retention of knowledge.

Teacher Role as a Guide

• The 'I do — We do — You do' approach aligns with the teacher's role as a guide or facilitator.
• A guide provides direction, support, and opportunities for practice, empowering students to learn.
• This contrasts with roles like lecturer (primarily 'I do') or supervisor (potentially over-emphasizing 'You do' without sufficient support).
• Competitive Exam Relevance: Understanding teaching methodologies like this is vital for sections on pedagogy, instructional strategies, and teacher effectiveness in various educational recruitment exams.
• Key Concept: This model emphasizes scaffolding, a key principle in constructivist learning theories.