The educator understands the value of gradually releasing responsibility for learning to students and uses the “I Do, We Do, You Do” strategy to enable students to develop their own rules of thumb to build credit early in life.
Empirical evidence supports the theory that student learning increases when thinking is made visible. To build critical thinking, students need to be able to articulate and illustrate how they think about concepts, what strategies or information they use to build understanding, and why they selected a particular strategy or approach.
This teaching strategy is a gradual release model that provides scaffolding for students as they learn a new concept or process. The responsibility gradually shifts from the teacher to groups of students with the teacher’s aid, and finally to the students individually.
The gradual release model allows teachers to introduce the complexities of credit building in manageable, scaffolded activities. The following source summarizes key research on modeling, guiding student practice, scaffolding, and establishing rules of thumb.
The items in this following section detail what must be submitted for evaluation. To earn the micro-credential, you must receive a passing evaluation for Parts 1, 3, and 4, and a “Yes” for both artifacts submitted for Part 2.
Submit one video that demonstrates your competence with the “I Do” and “We Do” steps of this strategy.
Also, provide two student artifacts exhibiting rules of thumb to build credit using a poster, electronic posting (e.g., social media), or video.
Provide two written reflections from students who participated in the activity used for submission of Part 2. Use the following questions as guidance (200-word limit):
Provide a reflection on what you learned, using the following questions as guidance (300-word limit):
Please answer a brief survey about your experience teaching personal finance. Your responses will:
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