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
Modelling in a primary maths lesson
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 classroom practice, consider how the teacher: Uses a worked example to give pupils insight into the problem-solving process Encourages classroom dialogue to respond to challenges in the learning task Evaluates the features within a model to encourage metacognitive regulation [mycred_vide
You’re viewing this site as a guest, which only allows you to view some content.
To get access to everything, as well as to save bookmarks, track your reading and more, you can join the Chartered College of Teaching (it’s free for trainee teachers and half price for NQTs). If you’re already a member, log in now for full access.