Here are 5 things that are wrong with the gradual release of responsibility model (I Do, You Do, We Do) when used during mathematics instruction... What are your thoughts? #mtbos #math

I do not agree, especially when working with Ss that struggle or have math disabilities. I do think you can have rich, conceptual development & problem-solving while providing explicit, systematic instruction. It doesn't have to be an "either-or."

So are you saying a struggling student doesn’t have the capability to engage in a rich problem solving task without specific steps?

It’s already in the name: gradual RELEASE. This already says so much about who is believed to hold power, knowledge, and intellect

The gradual release model is good for developing procedural skill, but NOT for developing conceptual understanding, which should always precede skill development. Students need to have sensemaking opportunities BEFORE the I Do portion.

Some of richest conversations and learning I’ve experienced as a teacher has come from number talks where students are sharing their problem solving approach. One year a student introduced a totally new strategy that we hadn’t ever considered, it was fantastic!

Disagree. Students verbalize and share strategies within explicit teaching sequences. They just aren't given "rich" tasks and left without direction and no entry point: especially those with Math LD. They are taught within a scope and sequence. Explicit is more inclusive.

You can disagree. What’s the proficiency rate of LD identified children under your purview?

One shoe does not fit all and one method of instruction does not preclude another. Why is everything in education either or? Always with the extremes and the labels. Just ask good Ts what works for their Ss.

But the data is showing us what is not working… #NAEP