Amanda Guerrero utilizes the "I do, we do, you do" instructional strategy in her math class to scaffold learning and gradually transition students from guided instruction to independent practice. By incorporating the "I do, we do, you do" model into her math class, Amanda ensures that students receive gradual and structured support as they build their understanding and proficiency in mathematical concepts. This approach promotes active learning, fosters student engagement, and helps students develop confidence in their problem-solving abilities. Additionally, it allows Amanda to differentiate instruction based on students' needs and provide targeted support where necessary. 

I noticed how well Mrs. Guerroro's class is actively engaging throughout the class. Mrs. Guerrero is frequently asking her students if they are all following along with her and making sure that they are which is where the part "I do" comes in. In the I do, she is showing her students how to solve the problems and the steps neccesary to do so. In the we do, she is going over the problems with the students together while also providing constant feedback and clarification on what they need to do to solve the problems. Then in the you do, they are working on the problems alone to test their understanding and making sure that they are applying everything that they learned by themselves. So overall the process was very smooth, each student was actively wanting to participate everytime she asked questions or if they wanted to help out by solving the questions. 

1. Describe how Amanda Guerrero uses I do, we do, you do in her math class?  She starts with a review of the previous day; gives them a prompt that they will tell her what to do in each step of the problem; students tell her and she asks clarifying questions and models the strategy.  She asks what she does in like manner for each step, again asking clarification; incorporateing whole group responses.  
2. How do they use the white boards in the You Do portion?  I like that she gives an anticipatory prompt--get your boards ready; do it on your board at the same time as I do.  She includes opportunities for individual and group responses.  She also includes how long they have to work on the problem and then gives feedback after her countdown to show their answer.  She re-teaches as she sees that some students didn't get the correct answer.
3. How might you adapt strategies from this class in your own teaching?  I have used the whiteboards in 4th grade and will incorporate how she had students pass the cube for individuals to respond.  It created a moment of acknowledgement and movement.  I also like that it is a quick reminder at the beginning of the lesson so that students have the strategies clearly in mind before they begin independent work!

I noticed the clarity in directions eg: I do, we do, you do. There is constant engagement, specifically the use of white board to provide instant feedback and interaction.

I noticed that she atated that they were going to multiply the fraction by "5" and then the other by "2" which is not correct. 5/5 and 2/2 are actually 1.