I am new to teaching and my district uses this methodology. Have you used this and can you briefly describe a whole group reading lesson or any lesson using this approach? I am still getting used to it and want to make sure I am doing it right

I don't really call it that, but I do this all the time. I think it's probably the most standard method of instruction across all of education. Teacher modeling (I do), guided practice (we do), independent practice (you do).

Yes, especially in math. I teach the concept and do the problem (students don´t help me). Then we do another problem together (students will help me and I will guide them), then they practice it at their seats (partners or independent).

Yes, this method is more natural than it might seem and it's very likely you already do it. In math, I always will demonstrate and explain a new concept, then I have the students do it with me, then I let students work in small groups, then they have to work independently. The same applies in reading or any subject.

For reading- I model a reading strategy 3 times as I read by doing a think aloud. Students try it by turning to their partners to talk about it as I listen in, then I discuss what I heard them saying. Students try to apply the strategy in independent reading time.

For years in my district we were instructed to teach this way. However if you mentioned this teaching strategy now in an interview you probably wouldn't get hired. We are moving towards a more inquiry based instruction model. I think it works well for math because it has the students THINK first before they just start copying down what the teacher does. I think the traditional direct instruction mode on its own l tends to encourage rote memorization and surface level understanding. In fact it's almost kind of backwards: you do, we do, I do, you do. In other words, the students explore a concept on their own first, then we draw conclusions together as a group, THEN if needed I move to direct instruction (some students don't need it at that point and they are free to move on to independent practice). Even within direct instruction I always involve the students by asking them what they think I should do next, having them talk to their partner to explain why I did something, etc. I would say it is very VERY rare that I go through an entire problem step by step and have the students copy it down. Anyways, I think with the implementation of common core we will be seeing less and less of the "I do, we do, you do" teaching strategy.

That's never how I interpreted the modeling part of the lesson to go. I disagree that you wouldn't get hired if you referred to this.

Cognitively Guided Instruction http://www.amazon.com/s/ref=nb_sb_s...415&rh=i:aps,k:cognitively guided instruction

In a recent in-service we were told that the I do part was more of introducing the objective of the lesson or necessary background knowledge. The We do is more students working together to try problems or tasks together and discussing their ideas and attempts.

I was referring to the specific model of direct instruction (I do, We do, You do) that says: Teacher does the problem step by step without student input. Teacher gives students another problem and then helps them work through it. Students work on their own. There are many math teachers, especially at the high school level, that still teach this way. In regards to not being hired, I was referring to my own district, where it would definitely count against you if you described a lesson as I did above.

Right, but when I model something I don't simply solve the problem and have the students copy it down.