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:
Models key parts of an activity
Breaks instructions into smaller steps, making these explicit
Models the language they expect pupils to use
Whether you’ll be using modelling for the first time or you’re rev
Video
Routines in a music classroom
Robert Marzano suggests that ‘it is simply not possible for a teacher to conduct instruction for children to work productively if they have no guidelines
