We are learning to (WALT) and what I am looking for (WILF)
We are learning to (WALT) and what I am looking for (WILF) are two explicit learning strategies that help students to focus their learning through making the aims of lessons clear and by stating explicitly the evidence of learning teachers will be looking for.
Explicit introduction of new vocabulary and its meaning, construction of a class glossary for the unit which includes words and meanings, word banks and vocabulary activities – word finds, cross words etc.
I do, we do, you do
This model has three (3) clear parts:
“I do, we do, you do”
Using a strategy called I do, we do, you do, each lesson is broken into 3 stages of learning. Firstly, in the I do stage of the lesson the teacher leads through direct instruction. In the next stage, we do, students work together and with their teacher to understand and apply their learning. The last learning stage, you do, allows students to try out their new knowledge, skills or processes.
In the I do stage of learning the teacher’s job is to explicitly teach and model the information or skill, linking to prior learning, chunking information meaningfully, and engaging the auditory, visual and tactile learners within the class.
In the we do stage of learning the teacher’s job is to work with students by chunking information, checking for understanding, prompting students, and providing modelling for students. In the same learning chunk, the students’ job is to ask and answer questions, taking personal responsibility to monitor their own understanding. This is also an opportunity for the teacher to gauge the extent to which the explicit instruction in the I do phase has been understood by students and whether further explicit instruction is required.
The you do phase is for students to demonstrate and apply their knowledge with varied levels of support and differentiated expectations determined from the checking in the we do phase.
Differentiated instruction refers to teaching that is adapted to take into account the range of individual differences and needs of students in any one classroom. It comprises modifications to the curriculum, teaching structures, and teaching practices in combination to ensure that instruction is relevant, flexible, and responsive, leading to successful achievement, and the development of students as self-regulated learners alongside their peers (Van Kraayenoord 1997).
This approach is sometimes referred to as multilevel instruction. Differentiation involves adaptations to one or more of the three components of curriculum: content, process, product (Heacox 2002).
The intent of providing differentiation in teaching practices is to have all students participating in respectful work - work that is challenging, meaningful and engaging.
You can find more resources on differentiated instruction on the department's website.