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
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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This was such an amazing example of modelling, I loved the way she used the little story of the horse and the princess to incorporate the ‘th’ sound. A great way for the children to remember how to enunciate and write it.