Explicitness 

E3.

Students work through a  Lesson structure  of ‘Warm Up, I Do, We Do, You Do and Plough Back’

Lesson Structure

A well-crafted lesson at Yarrabah will incorporate essential components 

Warm Up

A warm up is a teacher directed activity which essentially ‘warms up’ a student’s brain and prepares them for the lesson. These activities are designed to be fast paced responses to review and revise previously taught content whilst moving this knowledge from a student’s short term to long term memory. Teachers at Yarrabah School are consistently monitoring student participation and engagement, whilst keeping students accountable for their learning.

I Do 

Teachers are explicitly teaching a new skill or concept. They begin by explaining the intent of the lesson and why the concept is being taught. Students are expected to be focused on the teacher.

We Do

We Do is a highly collaborative part of the lesson where the teacher supports students with guided practice of the new concept or skill.  The teacher is constantly giving feedback, checking for understanding and clarifying any misconceptions the students have. They gradually withdraw their support as they move students towards independent practice and mastery of the concept.  At this stage, students are actively participating, asking and answering questions, peer modelling and self-monitoring to demonstrate their understanding. 

You Do 

Students have the opportunity to practice the new skill or concept. The teacher sets focused, independent work and gives students the opportunity to apply what they’ve learnt in I Do and practiced in We Do. Students monitor their own understanding and the teacher is actively monitoring student progress, differentiating tasks when needed, enforcing expectations and giving individual/group/whole class feedback.

Plough Back

At the end of the lesson, the teacher may provide time to review the key skill of the lesson, reflect on lesson intent and celebrate successes.  Students are encouraged to review and reflect on what they’ve learnt, whilst being accountable for their learning.

The classroom staff may not always follow the set sequence of the I Do, We Do, You Do or in that order. Yarrabah School recognises the differentiated needs of each student in our classrooms. The teacher plans  opportunities for each student to participate in the different parts of the lesson over different periods of time, during the lesson. This is done with the support of the Co Educators every day.

Some students require more time on the WeDo, while others will spend most of their time on the I Do part of the lesson requiring lettle time spending on the We Do. Teachers determine this based on a deep understanding of how students learn, their interests and abilities.