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 visualiser to provide a useful live model
Gives pupils insight into the process of problem-solving
Breaks the process into smaller steps
Whether you’ll be using modelling for the first time or you’re
Video
Live marking in a secondary English 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
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Useful to show use of the visualiser too and the use of this for live modelling and how this supports classroom management