Establish how confident pupils are. Return to the ‘I DO’ phase if necessary and provide further modelling.
Checklist
| Teacher carefully checks understanding (see Check for Understanding section). |  |
| Teacher provides an opportunity for children to ask questions. | |
| Teacher assesses whether children are ready to move into the ‘You Do’ phase. | |
| Teacher uses flexible grouping to provide additional support or to accelerate learning for groups of pupils. | |
| Teacher provide additional modelling/clarification if needed. | |
| Teacher returns to the ‘I Do’ phase if necessary. | |
Examples
Further Information
The Five-a-day approach: How the EEF can support Education Endowment Foundation
Video
Coming soon.