Thank you; very clear explanation of what is involved in explicit instruction and debunking of some of the claims made against it. Some of the artifacts you present surfaced in a recent review of our book Traditional Math, in which the reviewer states "Their dogged devotion to the “I do, We do, You do” lesson-planning strategy certainly provides a clear classroom structure for teachers to imitate, but it severely limits the creativity of the teacher and it forces form to drive content."
Thank you; very clear explanation of what is involved in explicit instruction and debunking of some of the claims made against it. Some of the artifacts you present surfaced in a recent review of our book Traditional Math, in which the reviewer states "Their dogged devotion to the “I do, We do, You do” lesson-planning strategy certainly provides a clear classroom structure for teachers to imitate, but it severely limits the creativity of the teacher and it forces form to drive content."