1. Flipped Instruction Description

Theoretical Link
Bandura’s Behaviorism: Bandura blends behaviorism with constructivism by showing that learning can occur through observation only.
10. I Do We Do You Do Method
Definition
The I Do, We Do, You Do method is a scaffolding strategy that provides gradual release of responsibility from the teacher to the student. It involves three steps: (1) I Do: Teacher models the task; (2) We Do: Student and teacher do the task together; (3) You Do: Student attempts to complete the task alone.
Benefits

• 
  Students are provided an appropriate balance of support and freedom.
  
• 
  Teacher has ample time to assess students’ abilities to make adjustments to their pedagogy as they move through the 3 steps (particularly in step 2)
  

Challenges

• 
  In large groups, students may fall behind at Steps 2 and 3.
  

Theoretical Link
Sociocultural Theory: Students learn through social interaction with a more knowledgeable other (see: Lev Vygotsky).
Example

1. 
   Teacher asks all students to sit on a mat at the front of the class.
   
2. 
   Teacher models the steps required to complete the day’s task (I Do).
   
3. 
   Teacher re-does the task. This time, instead of telling the students the steps, the teacher asks students to raise their hand and tell the teacher what to do next (We Do)
   
4. 
   Teacher asks students to complete the task in small groups. Teacher walks around providing support (We Do)
   
5. 
   Students complete the lesson by doing the task alone. Teacher only intervenes for the few students who are still struggling (You Do)
   

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11. Guided Practice / Cognitive Apprenticeship
Definition
Students follow along with their teacher as an ‘apprentice’. By working side-by-side, they learn the subtle little things (‘tacit knowledge’) required to know in order to master a skill.
Benefits

• 
  Students get very close one-to-one interaction with an expert, helping them learn.
  
• 
  By learning-by-doing, the student learns not only the theory but also the skills required to complete tasks.
  

Challenges

• 
  An approach predominantly used for young children in Indigenous communities, which is not applicable on a wide scale in Western mass education systems.
  
• 
  Requires one-to-one support, which is not often available.