In this article science teacher, Adam Boxer, and the Chartered College of Teaching's Director of Education and Research, Cat Scutt, explore why providing models and worked examples is important, and how technology might play a role in supporting these.
One of Rosenshine’s ‘Principles of instruction’ (2012) is that ‘Providing students with models and worked examples can help them learn to solve problems faster’. When first learning a new concept, students’ knowledge of it is fragmented, transient and disconnected:
It is fragmented in the sense that they may not have taken in all that you have said
It is transient in the sense that without immediate practice it will not be encoded and moved into the long-term memory so it could rapidly fade.
It is disconnected in the sense that it will not yet be connected to prior learning and lacks the flexibility which comes from having one area of knowledge deeply connected to many others (Willingham 2002).
As such, it is vital f
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 view a limited amount of content.
To view this page and get access to all our resources, join the Chartered College of Teaching (it's free for trainee teachers and half price for NQTs) or log in if you're already a member.
This Post Has One Comment
Really useful read. I will take some time investigating the suggested wider reading too. Will be good to trial a few new apps/technology sources to support classroom practice – and encourage the trainees to try something new and report back to the cohort!