Modelling in a PE lesson

ross-sneddon-0MBt0sGU8UA-unsplash
Share on twitter
Share on facebook
Share on linkedin
As expert learners, the stages that we take in solving a problem or performing a skill are not always thought consciously. To support pupils, we need to make these stages explicit and demonstrate how expert learners engage in an ongoing cycle of planning, monitoring and evaluating. Barak Rosenshine (2010) suggests that pupils ‘need cognitive support to help them learn to solve problems’. This metacognitive modelling can take a variety of forms: worked examples; think alouds; live modelling; my turn, your turn; I do, we do, you do. Using any of these methods helps us to reveal the inner workings of an effective learner and demonstrates effective learning processes.  As you watch this video of teaching practice, consider how the teacher: Asks questions to encourage pupils to reflect on the process Demonstrates how pupils should participate in an activity and use resources in small steps Models the thought process of an expert     Whether you’ll be

Join us or sign in now to view the rest of this page

You're viewing this site as a guest, which only allows you to view a limited amount of content.

To view this page and get access to all our resources, join the Chartered College of Teaching (it's free for trainee teachers and half price for NQTs) or log in if you're already a member.

This Post Has One Comment

  1. G
    Gemma Goulding

    A lovely modelling example. I love how well she worked with the pupils to explain the skill of batting the ball

Leave a Reply

Screenshot 2019-09-24 at 10.16.00

Video

Feedback in a primary classroom

When it comes to providing high quality feedback, we need to ensure that we are teaching responsively – actively eliciting evidence about our pupils’ learning

Video

Feedback in secondary science

When it comes to providing high quality feedback, we need to ensure that we are teaching responsively – actively eliciting evidence about our pupils’ learning