Recently, I’ve been reflecting on another tutoring strategy that has significantly influenced the way I support students, which is the gradual release model, or “I do, we do, you do.” While it sounds straightforward, this structured approach creates a powerful pathway from confusion to independence.
The gradual release model begins with clear demonstration. In the “I do” phase, I model how to approach a question while verbalising my thinking. Instead of just showing steps, I explain why I’m choosing them, for example, why this formula applies, why this paragraph needs deeper analysis, or why this method is more efficient. Students aren’t just watching a solution unfold, but they are also learning the decision-making behind it.
Next comes the “we do” phase, which is where collaboration takes centre stage. Here, the student and I solve a similar problem together. I might prompt them with questions or invite them to suggest the next step, stepping in only when necessary. This shared responsibility builds a sense of safety. Mistakes become part of the process rather than something to avoid.
Finally, the “you do” phase shifts ownership fully to the student. They attempt a task independently while I observe and provide targeted feedback. By this stage, they’re not starting from scratch; they’ve seen the strategy in action and practised it with support. The gradual reduction of guidance ensures they feel prepared rather than overwhelmed.
What makes this method so effective is its balance. It prevents students from becoming overly reliant on constant help, while also ensuring they’re never left unsupported too soon. Over time, I’ve noticed students approach new challenges with greater confidence, knowing they have a framework to rely on.

Katreen Diab