What to Expect in the We Do Step for Students with Disabilities

Unlocking the "We Do" Step: A Guiding Hand in Teaching Students with Disabilities

When it comes to teaching, especially in inclusive classrooms where students with disabilities are present, one approach stands out: the "We do" instructional strategy. So, what exactly does this mean for teachers and their students? Let’s break it down together and unpack how this interactive phase can enhance the learning experience for everyone involved—after all, teaching isn't just about delivering information; it’s about creating connections.

What's the "We Do" All About?

The "We do" phase occurs after you've introduced a new concept and modeled it during the "I do" phase. Here, the teacher steps into a more collaborative role. This isn’t the time for students to work silently on their own; instead, it’s about shared learning. Your role transforms into that of a guide, helping students actively engage with the material while you provide the necessary support.

“Wait, what kind of support should I give?” You're probably wondering. The answer is simple and highly effective: physical, verbal, or visual prompts. Think of these prompts as your toolbox, where each tool serves a different purpose in facilitating understanding and guiding students' participation.

The Power of Prompts: Why They Matter

1. Physical Prompts: This could be as straightforward as pointing to the correct answer on a chart or guiding a student’s hand to help them complete a task. Imagine you’re steering a ship; sometimes, a gentle nudge is all it takes to get things moving in the right direction.

2. Verbal Prompts: These are essential. Verbal guidance helps students articulate their thoughts and ideas. It's like having a conversation where you ask guiding questions such as, “What do you think will happen next?” This encourages deeper thought and reflection.

3. Visual Prompts: Visual aids—like charts, images, or videos—can transform abstract concepts into tangible ideas. It’s amazing how a simple picture can unlock understanding. Picture this: when a student sees a visual representation, it creates a mental anchor that helps them grasp the concept on a much deeper level.

But here’s the kicker: using these prompts isn't just about enhancing understanding; it’s a golden opportunity to model effective strategies. When you demonstrate how to approach a problem or think through a concept, you’re essentially teaching students methods they can replicate later. Think of it as handing down a family recipe; once they master it, they can make it on their own.

Building Confidence Through Collaboration

Encouraging student participation during the "We do" phase isn’t just about reinforcing knowledge; it’s also about giving them the confidence to express themselves and take risks. When students feel supported, they’re more likely to participate actively. They don’t feel isolated in their learning journey but instead feel like they’re part of a team. This camaraderie can be particularly beneficial for students with disabilities, who may sometimes struggle with feelings of exclusion.

Let’s say you’re teaching a new math concept. Instead of simply giving them problems to solve, you might say, “Let’s work through this together! Who wants to try the first step?” By doing this, not only are you inviting students to participate, but you’re also creating a collaborative atmosphere where they feel safe to engage and make mistakes.

Real-Time Assessment: The Teacher’s Secret Weapon

Here’s another fantastic perk of engaging with prompts: real-time assessment. When you support students by asking questions or guiding them through tasks, you have the unique opportunity to gauge their understanding. This isn’t just about right or wrong; it's about reading the room, so to speak. If a student seems confused or hesitant, you can immediately adjust your approach.

Imagine you’re driving a car, and suddenly the GPS recalibrates because you took a wrong turn. That’s what feedback allows you to do in the classroom. You steer the lesson back on track, ensuring all your students, especially those with disabilities, are receiving the tailored support they require to succeed.

The Ripple Effect: Encouraging Independent Learning

As the "We do" phase wraps up, students should feel more comfortable engaging with the material on their own. Once they grasp the basics with your support, they transition into the "You do" phase confidently. But here's what’s fantastic: your role doesn’t end here. Instead, it morphs again—now you’re a cheerleader, encouraging their independence while staying available for further guidance.

You know what? This progressive scaffolding helps build lasting skills. It’s about empowering students to take ownership of their learning journey. And when they do that, oh boy, the ripples of success spread far beyond the classroom.

Closing Thoughts

Navigating the complexities of teaching students with disabilities takes patience, creativity, and a willingness to embrace flexible strategies. The "We do" step is a vital piece of this puzzle, serving not just to impart knowledge but to foster a collaborative learning environment. By integrating physical, verbal, and visual prompts into your teaching, you're not merely transmitting information; you’re transforming students into active learners, ready to tackle challenges with confidence.

So, the next time you step into your classroom, remember the power of accompaniment in the learning process. Creating connections, promoting understanding, and cultivating confidence aren’t just lofty goals—they’re achievable outcomes when you embrace the "We do" philosophy. Let’s keep building that bridge to inclusive education, one prompt at a time.