On Today’s Episode all about I do, We do, You Do in Math Class:

• What the GRR model is
• The math research says
• How to flip the GRR model (independent work ➡️  providing support as students remain in the lead ➡️  share ideas ➡️  summarize learning)

You know what I’m talking about… Gradual Release model. I do a problem, We do one together, and then you do one to practice.

This was the BANE of my math existence in middle and high school. I actually remember my 8th grade math class so well because of this. The teacher sat at the overhead projector and did a problem while we watched. Desks were in rows with two desks pushed together facing the board. She walked through each step of how to balance the equation. Then, she put a problem on the white board directly next to where the overhead projector showed the steps to follow.

She called us up one by one to put the next step of the procedure on the whiteboard. Since I was a relatively good listener and really wanted to be a teacher, I respected her and the classroom enough to do what she said to do. So, I sat and listened then repeated what she told us to do. However, I had NO freaking idea of what I was doing or why I was doing it. The only thing I remember was isolate the variable by doing the opposite. If it’s add then you subtract, but make sure you do it on both sides because it has to be balanced. Again, I had NO idea why… just that it’s what we had to do. Then, she turned us loose and asked us to solve on our own.

I report, I learned nothing.

Well I learned to repeat steps and get answers correct. I learned enough to get a passing grade on the test through replicating and then promptly forgetting it after the test.

Want the truth? Sometimes I sit in middle school classes of teachers I coach and freak out because I wish I was taught how to understand the concepts with hanger models and algebra tiles. 

What is I do, We do, You do (Gradual Release)?

So, gradual release is the process of slowly releasing responsibility to our students to do things on their own. We first show them what to do and then they slowly get more responsibility to do it on their own. They try it little by little.

When does it work & why do we use it?

Gradual release of responsibility instructional model was developed by Pearson and Gallagher in the 1980s. Fisher and Frey, educational research also have contributed to the model by popularizing the model in their literacy instruction research and publications. 

It is build on Vigotsky’s idea of zone of proximal development. Giving students tasks within that ZPD so that they can experience a bit of struggle while still making progress. Jean Piaget’s work on cognitive structures and schema (1952) linking what students know and can do with new learning.

Were you taught this instructional method is college? I was and since this is the way I was taught math this is how I always taught math to my students. Until I experienced a new way, that helped student embrace not only learning the mathematical concepts, but also the skills of a mathematician– reasoning, justification, problem solving.

And that meant we flipped the Gradual release method backwards.

What does the math research say?

Research on inquiry learning, student centered learning… 

In a research student from 1992 titled (1992). “Learning to think mathematically: Problem solving, metacognition, and sense-making in mathematics” Schoenfeld, outlined curricular trends in math in the late 20th C… poor American competence in mathematics compared internationally siting that Americans often scored “consistently near the bottom, often grouped with third-world countries” on basics math assessments. Drop out rates from 8th on were on the rise. Equity issues were present as drop outs were disproportionately high percentage of women and minorities, at the time only 8% of  the labor force consistent of scientist or engineers and the majority were White. He pointed to the “back to basics” movement of the 1970s was a failure based on the outcomes of the curricula that focused on rote memorization skills.

In the 1980s NCTM’s Agenda for Action has it’s first recommendation that problem should be the focus of mathematics. 

Now, a quick search of the NCTM website or a chatgpt search will result in a multitude of articles about the importance of sense making, problem solving, and behaviors outside of procedural. 

That being said, GRR model is best used to show students procedures and support them in develop their procedural understanding. It is not the best model for developing problem solvers. 

So What Do We Do Inside?

We FLIP Gradual release of responsibility.

Start with the independent work– which I call grappling and others call productive struggle. Give students a problem in the zone of proximal development that will help them make progress toward the relevant mathematical goal. Then, we let them work through it.

We provide support in the way of conferencing and giving nudges and nuggets, but allowing them to maintain the in control and not lowering the cognitive demand by showing them what to do. Instead, we TRUST that students have the capability to apply what they know to a problem and reason through it. We do not take away students agency by saying, “Okay everybody stop and look up here. Do it this way.”

Then, once students have had time to work through it independently or in small groups or partners we give students tie to share their ideas. What makes sense to them, building on each others ideas and working collaboratively to make sense of the strategies and models. Working together to build an understanding.

Finally, we consolidate or summarize their noticing into a math truth or a conjecture. What is it that we learned from this task that we can apply to future tasks?

Still the teacher remains in a facilitator role, allowing students to practice the skills of problem solver- reasoning, justifying, and making sense of problems. These are the skills that are called for the in the Standards for Mathematical Practice. 

Is it really the opposite of I do, We do, You do?

A few things are similar: 

• Giving students tasks that are manageable and within their reach, without reaching their frustration levels 

• Supporting students with scaffolds. However, in this student centered way we are providing “just in time” scaffolds. Where as the gradual release the “we do” is assuming every child needs that walk through of HOW to do it and walking through how to do it with each student. Instead, we save that for the students who might show the need for that level of support. 

• The hope that all students find success… except success is defined differently. In this approach students might not get the “right answer” or the “right method” because an assumption is made that the “right” way is the one that students understand and attach to what they already know. Drawing on the cognitive development research we know that students learn by attaching new learning to existing… so that means that when we introduce students to a method they have no context for it is difficult for them to “fit it in”… instead if we allow students to use what they know to find a method that makes sense to them, their learning is more meaningful. 

How do we know it works?

Students are more empowered. 

Our classrooms are more equitable. 

Students feel a greater sense of ownership. 

Proficiency increases because students are able to reason conceptually and procedural fluency is built overtime. 

Math proficiency is comprised of 5 strands and all are addressed within in this model vs. heavily relying on one in GRR

So, although GRR is widely used and research based, it is not the best approach for creating student centered math classrooms

Since we’re trying to create classrooms that engage every learner and allow them to love and deeply understand mathematics we have to make some BIG shifts.

This episode may have challenged some deep seeded beliefs you hold. Know that I completely understand and I’ve been right where you are. It is really complex to acknowledge that the way we’ve been doing things might need a revamp or revision. I’ve experienced that with y own math teaching, ut also my literacy instruction. That’s the part of the ever evolving teacher… learning more and doing better.

I want you to know that I don’t disagree with you.

Although I may disagree with a teaching style or strategy, I don’t disagree with YOU teacher friend and YOUR heart. I know that you want the best for your students. I know you show up every day and work HELLA hard for your students. You choose strategies, tasks, and approaches based on what you believe is best for your students. You are doing the best you can for your students. I truly believe that.
And because I believe you are an incredible teacher I believe in your capacity to grow and develop. So, I push you to re-listen to this episode, re-consider your strategies and take a leap of faith to try something different.

I’m going to put a list of my favorite books below in the show notes so you can refer to some of the modern approaches to math teaching. I’ll also put a lil shameless plug in here that I’m writing a book for you. So that we can continue this movement together. It’s currently June 17th that this airs and I’m wrapping up my first draft of a book I’ve been enacting for a decade. It’s a story of my journey from traditional teaching to empowering every single student. I’m sharing every strategy I know and use inside. I hope you’ll trust me and stay in this work with me!

Happy SUMMER!!! 

My favorite books mentioned in this episode:

• 📗Adding it Up 
• 📘Children’s Mathematics Cognitively Guided Instruction
• 📙Principles to Action: Ensuring Mathematical Success for All 
• 📕5 Practices for Orchestrating Math Discussions

You might also like: 

• 5 Steps to a Student Centered Math Class
• SALE: Empowering Math Discussions PD is only $77 until Tuesday, June 25th at 11:59pm ✨

🤩 Math Word Problem Workshop

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When you join the Math Word Problem Workshop, I’ll show you how to…

• engage every student in problem solving, daily.
• create a daily structure that allows students to collaborate, reflect, take risks, and use mistakes as opportunities.
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Have Questions? 📱 My DMs on IG are always open @hellomonamath