Instructional coaching plays a pivotal role in bridging the gap between innovative tools and effective classroom implementation. One proven strategy that involves rehearsal within instructional coaching is the I Do, We Do, & You Do (similar to when we use this same strategy in a classroom) for delivering instructional coaching within a formal coaching cycle. Through the use of the strategy, its goal is to foster gradual independence and confidence in teachers as they integrate new technologies into their teaching practices. This week, I had the opportunity to apply this coaching approach while working with an ESL teacher on mastering Snorkl, a dynamic digital mini-whiteboard tool with multimodal capabilities.
I Do: Frontloading the Tool
The first step in our coaching cycle was the I Do phase, where I took the lead in introducing Snorkl. Understanding that the class comprised of Adult ESL students, I tailored how I would highlight the tool. I knew the class focuses primarily on improving speaking and writing skills. Therefore, this is what I wanted to focus how I frontloaded the tool. I curated a collection of instructional videos and created step-by-step guides that detailed the navigation of the Snorkl teacher interface, content creation on Snorkl, and sharing processes.
By frontloading these resources, I provided the teacher with a solid foundation and a clear understanding of Snorkl’s functionalities on the teacher and student side of its user interface. This preparatory work was essential in ensuring that the teacher felt confident and informed before diving into our upcoming coaching session and then using the tool co-teaching with me thereafter.
We Do: Collaborative Lesson Planning and Initial Implementation
Transitioning into the We Do phase, we met for a coaching session to collaboratively build a lesson incorporating Snorkl. Together, we crafted content tailored to the ESL context and shared it through our Learning Management System (Canvas). During this phase, we outlined a strategy for the teacher to model Snorkl’s use to students and how to use it to practice the content they were learning, setting the stage for a smooth introduction in the classroom.
As the class began, I co-taught the lesson with the teacher, demonstrating how students could access and navigate the Snorkl digital whiteboard. This collaborative teaching session lasted approximately ten minutes, during which we jointly responded to prompts and questions, showcasing the tool’s potential in real-time. Meanwhile, the teacher focused on guiding students through the initial interactions with Snorkl, reinforcing the tool’s practical applications in supporting their speaking, which they were practicing tonight so they could receive personalized AI feedback based on how well they addressed each question asked with the vocabulary they have been working on in class.
You Do: Transitioning to Independent Practice
The final phase, You Do, involves the teacher taking the reins while the coach steps back, offering support as needed. In this case, after our initial co-teaching session, the teacher will independently conduct several future lessons using Snorkl. Our plan includes another co-taught lesson in about two weeks, featuring the same tool but with slightly different content. The objective for this next co-teaching session with their class is to reduce my role in modeling the tool, allowing the teacher to lead more confidently and independently.
This gradual shift from team teaching to a support role (using co-teaching as the instructional delivery strategy) not only builds the teacher’s proficiency with Snorkl but also empowers them to explore and implement the tool creatively within their teaching practice.
Reflections on the Coaching Cycle Using I DO, WE DO, YOU DO
Utilizing the I Do, We Do, You Do framework within the instructional coaching cycle proved highly effective in this scenario. By frontloading resources and providing hands-on collaborative experiences, the teacher gained both the knowledge and practical skills necessary to integrate Snorkl seamlessly into their ESL classroom. The gradual transition to independent use fosters sustained growth and confidence (I hope), ensuring that the teacher can continue to leverage EdTech purposely to support student learning outcomes in their classroom.
Looking Ahead
As we move forward, the continued application of this coaching model will support the teacher in refining their use of Snorkl and potentially exploring other EdTech tools. Instructional coaching, when executed with a clear, supportive framework like I Do, We Do, You Do, not only enhances teaching practices but also fosters a culture of continuous improvement and innovation within the schools and classrooms we serve.
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