Modelling: A list of Tips/Questions

The worked example effect would point to the importance of providing novice students with models in the early stages of an instructional sequence.

Here are some tips and questions about modelling:

Do you teach and ask kids to practice the components of extended responses before students attempt to create the whole?

      Do you demonstrate your thought process when deconstructing or creating a model?

      Do you use 2 or 3 models to demonstrate different levels of quality or competence?

      Do you use student made models?

      Do you use the alternation strategy (model then minimally different analogous question for kids to have a go at)?

      Do you use backwards fading as an instructional sequence continues?

      Do you model and teach planning, processes and metacognition?

      Do you directly address common misconceptions?

      You can download the whole thing as a word doc here


      Explicit Instruction: A Generic Lesson Plan (I-WE-YOU)

      In many subjects, lots of lessons are focussed on information transmission, building background knowledge and developing students’ ability to independently perform a specific skill. Here is one simple approach to planning such lessons:

      STAGE 1: Starter

      1. Retrieval Practice


      2. Sentence/Vocabulary Practice

      STAGE 2: Teaching New Content (I Stage)

      1. Reading a Text


      2. Modelling a process/skill/type of answer

      STAGE 3: Guided Practice (We Stage)

      STAGE 4: Independent Practice (You Stage)

      Here is the whole thing in a word document: