The Teaching Framework That Actually Works

If you've spent any time in staffroom or CPD sessions lately, you've probably heard the phrase "I Do, We Do, You Do" mentioned more than once. And for good reason. This teaching framework has become something of a gold standard in education – not because it's the latest fad, but because it actually works.

But what exactly is it? Why does it matter for your lesson planning? And how can you implement it effectively in your classroom? Let's break it down.

What Is 'I Do, We Do, You Do'?

At its heart, 'I Do, We Do, You Do' is a structured approach to direct instruction that breaks learning down into three distinct phases:

I Do (Modelling) – You demonstrate the skill, concept or process whilst students observe. You're essentially thinking aloud, showing them exactly what good looks like.

We Do (Guided Practice) – You work through examples together with your students, scaffolding their understanding whilst gradually releasing responsibility. They're actively participating, but you're still there to guide and correct.

You Do (Independent Practice) – Students work independently to apply what they've learnt. This is where you see whether the learning has truly stuck.

Simple, right? But don't mistake simplicity for lack of sophistication. This framework is rooted in decades of educational research and aligns beautifully with cognitive science principles about how we actually learn.

Why Does This Structure Work?

It Mirrors How We Naturally Learn

Think about how you learnt to drive, cook a new recipe, or use a new piece of software. Someone showed you first, then you tried it with support, and finally you had a go on your own. 'I Do, We Do, You Do' follows this natural learning progression.

It Reduces Cognitive Load

Our working memory is limited – students can only hold so much new information at once. By breaking instruction into manageable chunks and building confidence gradually, you're not overwhelming learners. They can focus on understanding one step before moving to the next.

It Provides Multiple Opportunities for Assessment

Each phase gives you a window into student understanding. During 'I Do', you can gauge engagement and initial comprehension. 'We Do' reveals misconceptions early when they're easier to address. 'You Do' shows you who's ready to move forward and who needs additional support.

It Meets Ofsted Expectations

The current Ofsted framework places significant emphasis on curriculum implementation and how well students learn over time. The 'I Do, We Do, You Do' structure demonstrates:

• Clear sequencing of knowledge and skills
• Effective modelling and scaffolding
• Opportunities for deliberate practice
• Regular checking of understanding
• Appropriate challenge and support

The Benefits for Your Teaching

Clearer Lesson Structure

When you plan using this framework, your lessons have a natural flow. You're not wondering what comes next or how to fill time. Each phase has a clear purpose, making your teaching more intentional and your classroom management easier.

More Effective Differentiation

The gradual release of responsibility allows you to differentiate naturally. During 'We Do', you can provide additional scaffolding for those who need it. In 'You Do', you can extend challenges for students who've grasped concepts quickly whilst giving extra support to others.

Builds Student Confidence

Many students struggle not because they can't learn, but because they're anxious about getting things wrong. The structured support of 'I Do, We Do, You Do' helps build confidence incrementally. They see success in small steps before tackling bigger challenges.

Stronger Evidence of Progress

This approach creates clear evidence of learning over the course of a lesson. You can literally see students move from dependence to independence, which is gold dust for your own professional evaluation and demonstrates impact.

Making It Work in Your Classroom

The 'I Do' Phase: Modelling Excellence

This isn't just you talking at students. Effective modelling involves:

• Think-alouds – Verbalise your thought process as you work through a problem or task
• Breaking it down – Demonstrate each step explicitly, not just the end result
• Multiple examples – Show variations so students understand the principle, not just one instance
• Addressing misconceptions – Highlight common errors and explain why they're incorrect

For instance, if you're teaching how to analyse a poem for GCSE English, don't just read through a perfect analysis. Show them how you identify techniques, explain why you've chosen certain quotations, and how you structure your response.

The 'We Do' Phase: Scaffolded Practice

This is arguably the most critical phase. Here's where real learning happens:

• Work through problems together using questioning to guide thinking
• Use mini-whiteboards or collaborative work so everyone participates
• Address misconceptions immediately when they arise
• Gradually reduce your support as confidence builds

You might work through the first stanza of a new poem together, with students suggesting techniques and collaboratively building analysis before they move to independence.

The 'You Do' Phase: Independent Application

Now students fly solo, but your work isn't done:

• Circulate and monitor progress
• Provide targeted intervention for those struggling
• Extend learning for those ready for more challenge
• Use this phase for formative assessment to inform future planning

Students might analyse the remaining stanzas independently, applying the techniques you've modelled and practised together.

Common Pitfalls (and How to Avoid Them)

Rushing through 'I Do' – Take time to model thoroughly. Students need to see the whole process, not just a quick demonstration.

Skipping 'We Do' – This is where misconceptions get addressed. Jump straight to 'You Do' and you'll spend the rest of the lesson firefighting confusion.

Making 'You Do' too easy – Independent practice should be appropriately challenging. If everyone flies through it, your 'I Do' and 'We Do' phases may have been too narrow.

Using it too rigidly – Some students will be ready for independence sooner. Others will need more time in 'We Do'. Be responsive to your classroom.

Beyond the Basics

Once you're comfortable with the framework, you can adapt it creatively:

• Multiple cycles – Use 'I Do, We Do, You Do' for different skills within one lesson
• Flipped elements – Perhaps students have watched your 'I Do' as homework and come ready for 'We Do'
• Peer teaching – Students who grasp concepts quickly can support others in the 'We Do' phase

Final Thoughts

The 'I Do, We Do, You Do' framework isn't about constraining your creativity or reducing teaching to a formula. It's about providing a solid structure that allows you to focus on what matters: helping students learn effectively.

Whether you're planning for EYFS, KS1, KS2, KS3, KS4 or GCSE classes, this approach gives you a reliable foundation that works across subjects and topics. It supports your lesson planning, meets curriculum requirements, and most importantly, helps your students build genuine understanding and confidence.

The beauty of this framework is its flexibility within structure. You maintain clear direction and purpose whilst still having room to respond to your students' needs and inject your own teaching personality.

So next time you're sitting down to plan a lesson, consider the journey you want to take your students on: from watching you demonstrate mastery, through supported practice together, to their own independent success. That's 'I Do, We Do, You Do' – and that's effective teaching.

The right lesson planning template can revolutionise your teaching preparation, ensuring both efficiency and effectiveness. By choosing and adapting a template that works for your context, you can focus more on teaching and less on paperwork.

Ready to transform your lesson planning process? Try Lesson Deck today.