Modelling in a secondary maths classroom

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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 metacognitive talk to model the thought process of an expert Addresses misconceptions ‘in the moment’ Uses a visualiser to demonstrate the steps taken in problem-solving   Whether you’ll be using modellin

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This Post Has One Comment

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    Angela Murphy

    Nice clear concrete modelled example – probing and ensuring clarity – and again shows how useful a visualiser can be. Many of our classrooms have a lectern at the front too – which is another useful way of scanning the class from a standing position whilst using the visualiser.

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Screenshot 2019-09-24 at 10.16.00

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