9. During I do, explain the thinking and reasons behind your decisions as opposed to just focusing on the procedure and what you are doing. Do the same during co-construction of the we do focusing on why students suggest what they do. Why did you suggest that? Could you explain your thinking?

8. Use comparative modelling – comparing different pieces of work, discussing their relative merits and picking out the features that make one better than another.

7. Use models to help pupils to draw out success criteria. Pupils should then use these when writing their own work.

6. For multi-step tasks, use worked examples, where the instructions for the step being completed are integrated into the example. This prevents pupils from having to hold the steps to complete the model in their heads, reducing cognitive load.

5. Match the ‘You’ task to the modelling inc the level of complexity - Do the I do-We do-You Do for the simple version of the task, then the same for the more complex task. E.g. in art when teaching shading, do the I do-We do-You do for shading simple shapes before doing the same for complex shapes.

4. Use strategies to ensure all students are fully involved in constructing the ‘We Do’ inc cold calling, thinking time, everybody writes, paired discussions, and questioning pupils on the suggestions made by others on student suggestions (Why is that a good suggestion? Could you improve that part?)

3. When moving between the We do and You do phases, check for understanding and use adaptive teaching and flexible grouping. For example, students that are ready to move on to independent practice do so, those that are not stay with the teacher to do more I do modelling and guided practice.

2. Elongate the We Do stage by gradually fading scaffolding. This may include giving pupils multiple practice questions/task with less and less guidance each time, until they can complete the question independently.

🧵🧵A thread of tips on effective modelling 🧵🧵 1. Chunk the model into parts, performing the I do-We do-You do for one chunk before going back to the I do-We do-You do for chunk 2. This prevents cognitive overload from having to remember a large amount of steps/content in their working memories.

Thanks, guys!