In this blog, Moss explores the modelling strategy of ‘I, We, You’: a simple and effective way of approaching modelling in your classroom. The three stages are as follows:
I – through live modelling, the teacher takes the students through a step-by-step process using a pre worked/pre written example. Key to this is that the different steps are labelled and deconstructed for students to see what they need to do. This steps should be process led, not content driven. What do they need to do, rather than what do they need to include.
We – This is the joint construction stage between teacher and students. Together, the teacher and student model the thinking process and use the same deconstructed steps as the ‘I’ stage, but with a different question/problem. The questions below are helpful prompts to encourage students to reflect on their own work.
You – In this stage, students practice on another new question. They will still need support, so things like sentence starters may still be required, and the work example from the ‘we’ stage should remain visible. The teacher should be moving around the room, checking for understanding and challenging any misconceptions. When student’s work is on the right track, the visualizer can be used to show this to the class.
The ‘You’ stage may need to be repeated a number of times and support should be faded, rather than removed so students gain confidence in their new learning.
I thought the idea of using ‘novice-like models’ was another interesting concept. Moss promotes using students’ work over teachers’ as it is far more consistent with what the class are capable of producing, normalising the struggle and demonstrating the ability to progress. It can be very difficult, as a teacher, to write a model that is similar to the working level of students so using visualizers to break down the current learning is key.