Scenario: Modelling Effective Teaching

Review

Susan and Molly meet after the observation to discuss the data collected during the lesson. Susan praises Molly for her ability to use direct instruction in her classroom by explicitly modelling the skill and allowing ample time for her students to practice it. Susan then invites Molly to think about adding a ‘shared practice’ component to her lesson structure with the addition of an ‘I do, we do, you do’ approach. Molly articulates that she is unsure how that might look in the classroom, so Susan offers to model the strategy for her in her classroom.

Resolve

Susan revisits Molly’s classroom with the intention of modelling the approach discussed in their meeting. Susan uses the same direct instruction that Molly uses in her original lesson (I do.) However, prior to inviting students to practice the skill independently, Susan incorporates a ‘we do’ stage of the lesson in which she leads the class to solve a shared problem.

Reinspire

The students work together in pairs to solve a place value problem using a set of steps listed on the board. Molly notices which of her students are grasping the concept during the shared portion of Susan’s lesson and which students need additional support. Susan revisits Molly’s classroom and observes Molly successfully implementing this technique during another maths lesson.