“I do, we do, you do” is often described as a simple three-stage teaching model:
- I do: the teacher models the new knowledge or skill.
- We do: the teacher and pupils practise it together.
- You do: pupils apply it independently.
The underlying idea is the gradual release of responsibility. Support moves from the teacher to the pupil as understanding develops. It should not become a rigid formula in which every lesson is divided into three equal sections. Teachers may need to move backwards and forwards between modelling, guided practice and independent work according to what pupils understand.
Used carefully, the approach is particularly valuable in GCSE Physics, where pupils must combine scientific knowledge, mathematical procedures, diagrams, graphs, practical skills and precise written explanations.
1. Decide exactly what pupils will do independently
Begin lesson planning with the “you do” task.
Instead of setting a broad aim such as “understand kinetic energy”, decide what successful independent work will look like:
Pupils will calculate kinetic energy from mass and speed, showing the equation, substitution, answer and unit.
Your modelling and guided practice can then prepare pupils for that precise outcome.
Rosenshine’s principles recommend presenting new material in manageable steps, modelling procedures and providing guided practice before expecting pupils to work independently.
2. Check the knowledge needed before beginning the model
A new GCSE Physics task often relies on several pieces of earlier learning.
Before modelling kinetic energy calculations, pupils might need to retrieve:
- The meaning of mass
- The unit of mass
- How to square a number
- How to use a calculator correctly
- The unit of energy
A short retrieval task reveals whether pupils possess the knowledge required to follow the model. It also prevents the teacher from mistaking a missing mathematical skill for a misunderstanding of physics.
Retrieval practice can strengthen long-term retention, while the EEF’s secondary science guidance recommends identifying and addressing gaps in the knowledge needed for new scientific learning.
3. Say what you are thinking during “I do”
Do not silently complete a perfect solution while pupils watch. Make the invisible decisions visible.
For example:
“The question gives me mass and speed and asks for kinetic energy. I need an equation containing those three quantities. Before substituting, I am checking that the mass is in kilograms.”
Also model what happens when you hesitate:
“I nearly used weight instead of mass. I know that would be wrong because the equation requires mass in kilograms.”
Cognitive apprenticeship research emphasises modelling the thinking used by an expert, followed by coaching, scaffolding and gradually fading support. Metacognitive guidance similarly recommends showing pupils how to plan, monitor and evaluate their approach.
4. Keep the first model clean and uncluttered
The first example should demonstrate the new idea without unnecessary complications.
When introducing electrical power, begin with values already in the correct units. Do not immediately include milliamp conversions, rearrangement, standard form and an unfamiliar circuit diagram in the same question.
Once pupils understand the core process, complications can be introduced deliberately.
Worked examples are most useful when they focus pupils’ attention on the important steps rather than overwhelming them with several new demands at once.
5. Model how physics moves between representations
Physics questions regularly require pupils to connect words, equations, diagrams and graphs.
When teaching resultant forces, the “I do” stage could show:
- A written description of the situation
- A labelled force diagram
- The relevant numerical calculation
- A sentence explaining the resulting motion
When teaching waves, connect the physical wave, the labelled diagram and the equation linking speed, frequency and wavelength.
The Institute of Physics identifies the ability to recognise pupils’ errors, select suitable representations and connect mathematical and physical ideas as important parts of physics teaching. Research into mathematical language in science also stresses the need for consistency between the ways mathematics is presented in science and mathematics lessons.
6. Use the same calculation routine each time
Give pupils a dependable structure for calculation questions:
- Write down the known quantities.
- Convert units where necessary.
- Select the equation.
- Rearrange if required.
- Substitute the values.
- Calculate.
- Add the unit.
- Check whether the answer is sensible.
During “I do”, annotate each stage. During “we do”, ask pupils to decide the next stage. During “you do”, gradually remove the prompts.
GCSE Physics requires pupils to use SI units, convert between units, use prefixes and select an appropriate number of significant figures. These skills apply throughout the course, including practical work.
7. Show a second example with one important change
One example can encourage imitation without understanding. Use a second model that contains a carefully chosen difference.
After modelling gravitational potential energy with height in metres, use a second example with height in centimetres. After modelling a series-circuit calculation, show one involving parallel components.
Ask pupils:
- What has stayed the same?
- What has changed?
- Which step needs to change?
- Which parts of the original method still apply?
Research into worked examples suggests that pupils learn more effectively when examples help them recognise the underlying structure of a problem rather than simply copying surface features.
8. Turn the model into a completion problem
A useful bridge between “I do” and “we do” is a partially completed solution.
For example:
Calculate the energy transferred by a 2,000 W kettle operating for 180 seconds.
- Equation: energy transferred = power × time
- Substitution: ______ × ______
- Answer: ______
- Unit: ______
The next question might provide only the equation. The following question might provide no prompts.
This gradual fading helps pupils move from studying a complete solution to solving the whole problem independently. Research into faded worked examples found that gradually removing solution steps can support the transition towards independent problem-solving.
9. Make “we do” involve every pupil
“We do” should not mean the teacher completes another question while speaking to two confident volunteers.
Ask every pupil to make each decision. They might:
- Write the next step in their exercise book
- Hold up one, two, three or four fingers
- Choose between two equations
- Complete one line before the teacher continues
- Discuss a decision with a partner
- Explain why an option is wrong
- Predict the next part of a graph
Well-designed questions in physics can direct attention, reveal pupils’ thinking and create opportunities for misconceptions to be confronted. The effectiveness of classroom-response questioning depends heavily on the quality and purpose of the question.
10. Use a hinge question before “you do”
Do not move to independent practice simply because the explanation has finished.
Ask one carefully designed question that reveals whether pupils are ready. For example:
A car travels twice as fast. What happens to its kinetic energy?
A. It halves
B. It stays the same
C. It doubles
D. It becomes four times greater
The incorrect options should represent likely errors. If many pupils choose C, return to guided practice before releasing them to independent work.
Checking for understanding provides feedback to the teacher. It reveals where pupils are secure and where teaching needs to be adapted before the class continues.
11. Build misconceptions into the guided practice
Physics misconceptions should be anticipated rather than discovered at the end of a topic.
During “we do”, deliberately include statements such as:
- “Current is used up by a bulb.”
- “A moving object must have a force pushing it forwards.”
- “Heavier objects always fall faster.”
- “The seasons are caused by the Earth moving closer to the Sun.”
- “Voltage flows around a circuit.”
Ask pupils to decide whether each statement is correct, then improve it.
Identifying, addressing and challenging pupils’ existing explanations is an important part of teaching physics. Pupils may otherwise remember isolated pieces of information while continuing to use an incorrect underlying model.
12. Model mistakes as well as perfect answers
Give pupils an incorrect worked solution and analyse it together.
For example:
Mass = 500 g
Speed = 4 m/s
Kinetic energy = 0.5 × 500 × 4²
Kinetic energy = 4,000 J
Ask:
- Which step is incorrect?
- Why is it incorrect?
- At what point should the error have been noticed?
- How could the pupil prevent it next time?
This develops checking rather than blind procedure-following. It also helps pupils recognise that errors are often caused by unit conversion, equation selection or interpretation rather than arithmetic alone.
Self-explanation prompts used alongside worked examples can encourage pupils to examine why individual steps are necessary and support the transition towards solving problems themselves.
13. Use the model when teaching required practicals
“I do, we do, you do” is not limited to calculations.
Before a required practical, model one difficult element. This might be:
- Connecting an ammeter correctly
- Reading a measuring instrument
- Identifying variables
- Constructing a results table
- Repeating measurements
- Calculating a mean
- Drawing a line of best fit
- Evaluating a method
During “we do”, pupils can help design the method or identify improvements. During “you do”, groups carry out the procedure and make decisions with reduced support.
Good practical science should be planned around clear learning purposes rather than practical activity for its own sake. GCSE specifications also require pupils to develop practical, analytical and mathematical skills through the required practical activities.
14. Model graphs one decision at a time
Pupils are often told to “draw the graph” without being shown the decisions involved.
During “I do”, model how to:
- Identify the independent and dependent variables.
- Select the correct axes.
- Choose a sensible scale.
- Label quantities and units.
- Plot accurately.
- Decide whether a line or curve is appropriate.
- Identify anomalous results.
- Interpret the gradient or pattern.
During “we do”, let pupils make these decisions before you reveal your choice. During “you do”, give pupils a fresh dataset.
Working scientifically at GCSE includes presenting observations, translating data between numerical and graphical forms, identifying patterns, using significant figures and drawing conclusions from evidence.
15. Use it for extended written explanations
Many pupils know the physics but struggle to construct a complete exam answer.
For a question such as “Explain how a transformer works”, model how to identify the essential ideas before writing:
- Alternating current in the primary coil
- Changing magnetic field
- Iron core
- Changing magnetic field through the secondary coil
- Induced potential difference
- Effect of the number of turns
During “we do”, jointly improve a weak answer. During “you do”, pupils answer a similar question about a generator, motor or loudspeaker.
Explicitly teach command words such as describe, explain, compare, evaluate and calculate. AQA defines command words as the words and phrases that tell pupils how they should answer a question. Disciplinary literacy guidance also emphasises that pupils need to be taught how scientific explanations and arguments are constructed.
16. Keep support available without reducing the challenge
Some pupils will be ready for “you do” before others. This does not require three completely different worksheets.
Keep the same central physics task but vary the temporary support:
- Equation sheet
- Unit reminder
- Diagram
- Partly completed calculation
- Sentence starter
- Checklist
- Worked example placed nearby
- Teacher-led group for one additional question
Remove these supports as soon as pupils can succeed without them.
Explicit instruction, scaffolding and gradual movement towards independent practice form part of the EEF’s recommended approaches for high-quality teaching, including teaching pupils with SEND.
17. Return to “we do” when the evidence tells you to
“You do” is not a test of whether pupils listened properly. It is another opportunity to gather information about their understanding.
While pupils work, look for patterns:
- Has the whole class chosen the wrong equation?
- Are pupils confusing mass and weight?
- Has one unit conversion caused widespread difficulty?
- Can pupils calculate correctly but not explain the physics?
- Are they copying the model without adapting it?
Pause the class, re-model one step and complete another question together when necessary. The release of responsibility should respond to pupil understanding, not to the time shown on the lesson clock.
Recent EEF guidance emphasises checking understanding and adapting teaching in response to evidence from pupils. Ofsted’s science subject report also highlights the importance of building connected knowledge and ensuring that pupils understand underlying scientific ideas rather than merely completing activities.
“I do, we do, you do” works well in GCSE Physics because it makes expert thinking visible and gives pupils a supported route towards independence. Its success, however, depends on the quality of the examples, questions and feedback used at each stage.
The aim is not for pupils to reproduce the teacher’s solution forever. It is for them to recognise unfamiliar problems, select appropriate physics and begin confidently without waiting to be shown every step.