3-2-1 and 1-2-3 Methods for Instruction
My lessons hinge on what I've termed the 3-2-1 method and the 1-2-3 method, which are truly just forms of scaffolding instruction. The 3 represents the whole group; the 2, a small group or pair; and the 1 is for the individual.
1-2-3 in Reading and Literature Instruction
For reading instruction, I use 1-2-3. To start, I ask my students to reflect on what they read by writing in their online or physical journal. I provide a quote I want the students to analyze, or I ask a question about theme, symbolism, irony, characterization, or style. What's most important is that the prompt is thought-provoking and difficult to answer without elaboration.
Moving to 2, I ask my students to share something about what they have written with a partner or small group. Because the students have had time to collect and develop their thoughts on their own, these discussions tend to be lively and meaningful.
I determine how exactly stage 3 will look by eavesdropping during stage 2. If enthusiasm is high and students are excited to talk, I open up discussion to the entire group. If stage 2 was difficult and controlled, I designate a spokesperson for each group and ask the group to determine together what that spokesperson will contribute to the whole group discussion. (Sometimes I give the groups autonomy in selecting spokespeople, but other times I designate that the spokesperson should be the person whose birthday is nearest or farthest from the current date or who lives closest or farthest from the school or some other question.) Then I randomly select spokespeople to share the most salient point or question that came out of their small group discussion. Because each student started talking at stage 2, many students are comfortable with contributing during stage 3. Once a students talk, they are more likely to talk again.
3-2-1 in Grammar and Vocabulary Instruction
For grammar and vocabulary instruction, reverse the method to 3-2-1. Using discovery learning or direct instruction, the whole group studies and then practices the concept. At this stage, I am actively teaching, modeling, elaborating, and correcting.
At stage 2, students must verbalize their thinking with a small group or partner. I tell my students that their conversations must be full of because’s. For instance, rather than saying, "A semicolon should be added in the middle," students must say, "Add a semicolon because we have a run-on otherwise." Early in my career, I realized that I didn't fully understand grammar until I had to teach it. Stage 2 attempts to mimic that experience.
At stage 1, students practice on their own. Sometimes we re-visit stages 2 and 3 during stage 1, but we only visit because success at stage 1 is the goal.
Conclusion
These methods are not innovative. Some call it scaffolding; others say "I do, we do, you do." For me, though, 1-2-3 and 3-2-1 are the most clear and concise terms while also providing flexibility to start with the individual or the group. And, when done well, the 4 C's (create, collaborate, critically think, and communicate) are inherent in the process.
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| Photos by Agence Producteurs Locaux Damien Kühn, Priscilla Du Preez, and Tony Hand on Unsplash
Gina Benz teaches AP students, EL students, and future teachers at Roosevelt High School in Sioux Falls, SD, where she began her career as an English teacher 19 years ago. To learn more about this topic and her other passions as a teacher, go to GinaBenz.org or follow her on Twitter @GinaBenz605.
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