Deciding: I Do, We Do, You Do or You Do, We Do, I Do?

<p>Why is the gradual release of responsibility model a strong instructional strategy at times for certain learning outcomes and particular students? How can the model negatively impact certain learning outcomes or particular students at other times? Instructionally agile teachers read their students engagement in learning adjusting to maximize learner outcomes. <a href='http://srhscollaborationsuite.weebly.com/uploads/3/8/4/0/38407301/douglas_fisher.pdf'>Read Doug Fisher's article, "Effective Use of the Gradual Release Model"</a> <a href='https://www.mixandmath.com/blog/gradual-release-model-teaching-math#:~:text=Unfortunately%2C%20%E2%80%9CI%20do%2C%20we,have%20to%20do%20the%20thinking.'>Read the article, "Why “I do, we do you do” is Not Always Best Practice for Teaching Math"</a> <a href='http://xn--https-rfa//vimeo.com/289651220'>Watch Mike Flynn's video, "Flipping The I Do, We Do, You Do"</a> <a href='https://barkleypd.com/blog/podcast-rough-draft-math/'>Listen to Steve and Dr. Amanda Jensen's podcast episode, "Rough Draft Math"</a></p>