I/We/You - otherwise known as Direct Instruction, Guided Practice, and Independent Practice. With I/We/You responsibility is gradually released from student to teacher. A teacher must pay attention to both the manner in which work is released to students but also to the rate at which cognitive work is released.
This chapter is a long one so I'll break them down by techniques.
You Techniques – Shifting to student practice
19. At Bats – Repetition! Lots of practice (Pg. 104)
· Great lessons should have plenty of opportunities for students At Bats.
· 10-20 repetitions instead of 2 – 3.
· Go until they can do it on their own.
· Use multiple variations and formats.
· Grab opportunities for enrichment and differentiation (push students to the next level.)
· At Bats is often contrary to the argument you hear from kids and teachers when they state “why do they have to do something 20 times? The key here is to arm your reasoning for practice with research and to take into account the importance of grabbing opportunities for enrichment in practice. Marzano’s book, Classroom Instruction That Works, states someone must do something 75 – 100 hundred times before they master the skill.
20. Exit Ticket – A single question, sentence or sequence of problems to solve at the close of a class or lesson. Allows you to check for understanding in a way that provides strong data and thus critical insights. (Pg 106)
· Quick – 2 to 3 questions
· Designed to yield data
· They make great “Do Nows” (Technique 29)
21. Take a Stand – A technique that pushes students to actively engage in the ideas around them by making judgments about the answers their peers provide. (Pg 106)
· Students process more content
· Helps teacher check for understanding
· Careful not to let technique become cursory