Class 1

How to Model Effectively

Transcript

Chapter 1: Introduction

Hook

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It was not until the 20th century that all American children were required to attend school (Clay, Lingwall, & Stephens, 2012). Through most of history attending school was the exception, not the rule. Many people had to find different means to get an education.

For years children would apprentice for a master and learn his craft through close observation. Apprentices would watch and listen to these experts as they completed their projects step-by-step, explaining what they were doing along the way.

Leonardo da Vinci learned to paint by shadowing the master artist, Verricchio. Ben Franklin mastered the written word apprenticing for his brother at the first newspaper in Boston.

Copyright © 2017 Arizona Board of Regents. Copyright 2021 Inspire Teaching & Learning. All rights reserved, For a complete list of references, refer to the On-Demand Module ‘How to Model Effectively. ’

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Context

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Kids no longer apprentice for master craftsmen, but learning by watching someone complete a task still has value in our modern educational system.

In the classroom we refer to this as modeling. In this module you are going to learn the benefits of modeling and how to use it in your own classroom. Even if you already have some experience with modeling, this module will share current research that can inform your practice.

What is Modeling?

Copyright © 2017 Arizona Board of Regents. Copyright 2021 Inspire Teaching & Learning. All rights reserved For a complete list of references, refer to the On-Demand Module ‘How to Model Effectively. ’

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Transcript:

Simply put, modeling is the active demonstration of how to perform a skill (Van Gog & Rummel, 2010). Any skill you teach can be modeled, from how to serve a volleyball to how to form an opinion on a controversial issue. The key word here is “skill”. Modeling is about helping students with academic mastery, not just guiding them through an activity.

Modeling helps move students toward the goal of independence - being able to perform skills with gradually less teacher support.

Benefits of Modeling

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Research has shown that modeling can increase academic gains (Fisher & Frey, 2015).

To understand the relationship between modeling and academic achievement we have to take a look at some of the individual benefits that come from modeling effectively.

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Academic Gains

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Here we have a few benefits of modeling.

Hover over each benefit to learn a little more. Click “proceed” when you are ready to move on.

Chapter 2: Stages of Modeling

Stages of Modeling

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We are going to break down how to model into three stages.

Identify the Skill

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It can be beneficial to model any skill for your students, but this does not mean that you should model every skill for your students. Based on the complexity of the skill, knowledge of your students’ abilities, and instructional time available, you should determine if modeling is appropriate (Fisher & Frey, 2015; Jonassen,

Grabinger, & Harris, 1997; Sweating & Rink, 1999; Wilhelm, 2001).

If you are not sure if you should model, you should probably err on the side of caution and do it. If you choose not to model and students show signs of struggle during independent practice, you can always intervene and model at that time.

Think-Alouds

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It can sometimes be helpful to model the thought process that goes along with performing a particular skill. We call this type of modeling a think-aloud.

As is the case with modeling in general, think-alouds can be used in any situation, but you may not always need to. When deciding whether or not to use a think-aloud ask yourself: Do students need to hear my thinking process and know what I am feeling? What background knowledge do my students already have? Can they be just as successful without a think-aloud?

If you would like to hear an example of a think-aloud click on the image of the poster. To move on click “Proceed”.

Optional: Example

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Class, I'm going to model for you finding the author's point of view. I know one of the first things I should do is look for the title of the piece. Looking around I see that Paul Revere named this piece "The Bloody Massacre". When I hear the word "massacre," I think of one side brutally attacking another side. Here we can see two groups of people. We have civilians and what looks to be British soldiers. It seems that the British soldiers are shooting all at the one group of civilians. From this, I get the idea that Paul Revere, the author, his point of view is that the soldiers are massacring the people. In class, we're going to see if this actually is the case.

Plan the Modeling

Copyright © 2017 Arizona Board of Regents. Copyright 2021 Inspire Teaching & Learning. All rights reserved

For a complete list of references, refer to the On-Demand Module ‘How to Model Effectively’

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Transcript:

Once you have chosen the skill to model and have determined whether or not to use a think-aloud you are ready to actually plan the modeling. This involves sequencing your steps and deciding what you will say and what students will do during the modeling.

Sequence the Steps

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When you sequence the steps of your modeling you are breaking the entire process down into more digestible chunks that the students will be able to remember (Bandura, 1986; Sweating & Rink, 1999; Van Gog & Rummel, 2010). Organize these steps around key points within the process and keep the number of steps fairly small. Generally speaking, your working memory can only store about seven distinct, non-patterned pieces of information, and it can only hold on to this information for about twenty seconds (Bailey & Pransky, 2014).

Pause for a moment and take a look at this example of modeling. Based on what you have learned click on whether you believe this to be an effective or ineffective sequencing of steps.

Copyright © 2017 Arizona Board of Regents. Copyright 2021 Inspire Teaching & Learning. All rights reserved For a complete list of references, refer to the On-Demand Module ‘How to Model Effectively. ’

Example:

Feedback

Copyright © 2017 Arizona Board of Regents. Copyright 2021 Inspire Teaching & Learning. All rights reserved For a complete list of references, refer to the On-Demand Module ‘How to Model Effectively. ’

What is Said and Done

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On the surface, modeling can come across as very teacher-centered. Essentially, you are standing in front of the class talking while students are sitting and listening.

Modeling can become ineffective if it goes on for too long. This can cause students to lose focus and struggle. Use an economy of language and keep track of time. The modeling should never take more time than the independent practice.

It is important to think ahead about what you plan to say and what you expect students to do during the modeling (Atkinson et al., 2003; Clark, Nguyen, & Sweller, 2006; Fisher & Frey, 2015; Renkl et al., 2002; Sweeting & Rink, 1999; Van Gog & Rummel, 2010).

Click on each box to get some additional planning suggestions. Click proceed when you are ready to move on.

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Scaffold for Gradual Release

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The final stage of modeling involves scaffolding for gradual release. Depending on the complexity of the skill, it might not be a good idea to jump straight from modeling to independent practice. Students may need some assistance before they are ready to practice the skill independently. During this guided practice, make note of any struggles students experience and re-model if necessary.

How you gradually release responsibility will depend on your students and the skill being modeled. As students are working, observe to see if they are demonstrating the skill in the way that you modeled it. Check your students’ understanding and provide feedback when necessary. If they are not ready, you can always go back and model another example.

Purpose of the Practice

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You will now use the resource to analyze a video of Mrs. Nethero, a 4th grade ELA teacher, modeling both a skill and activity for her class. Specifically, you will be looking at how the teacher models and gradually releases ownership of the skill to her students. Although her grade level and content area may be different from your own, she’s demonstrating principles that could apply to any teaching situation.

Chapter 3: Modeling Case Study

Mrs. Nethero’s Plan

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Take a look at Mrs. Nethero’s modeling planning resource. Based on what you know so far, would you use a think-aloud in this situation? Click on the appropriate button to see what Mrs. Nethero decided to do.

Feedback

Part 1: Explain the Modeling

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To learn more, let’s watch Mrs. Nethero explain the activity to her students. To practice identifying statements as either fact or opinion students will explore fake crimes. They will read witness statements and determine if those statements are facts or opinions.

Pay attention to her explanation of why there will be modeling and how students will progress from watching the modeling to doing independent practice.

Video Transcript:

Mrs. Nethero: We have a list of possible suspects. Possible bad guys. In our folder we also have case information. It’s telling us about the crime. This is going to stay on person number five’s desk. And then there are four cards. These are witness statements. These are what people had to say about the crime. People who saw it. These cards need to be delivered to the number on the very bottom.

Mrs. Nethero: We’re going to read the case information together. Then, we are going to take a look at witness statement number one and sort the facts and opinions in that statement. We’ll repeat that for card two, three, and four. And lastly we’ll find the culprit, the criminal. This sounds confusing the first time through. I’m going to have you watch me and help me at times and it’s going to make more sense and then we’ll practice it a second time together so it makes tons of sense, before you work on your own to be those detectives.

Part 2: Modeling in Practice

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Now we are ready to observe the modeling in practice. Take note of what and how much Mrs. Nethero is saying and what the students are doing. We are only going to watch some of Mrs. Nethero in action, but in its entirety the modeling takes about 15 minutes.

While you are watching, ask yourself, “Does she use grade-appropriate language? Does she talk clearly and for an appropriate amount of time? How are students engaged in the modeling?”

Video Transcript:

Mrs. Nethero: As I read I want you to be thinking about what things can be proven and what things are just someone’s belief. So listen, “Danny’s donut shop has a problem. The bag of sugar is missing and someone put a bag of salt in its place. Good thing Danny could tell the difference or the donuts would have been ruined.” Ewww, could you imagine eating a donut full of salt instead of sugar?

All students respond: Ewww!

Mrs. Nethero: “Can you crack the case? Can you crack this case and find out who damaged Danny’s donuts?”

So the big problem here is that someone took the sugar and replaced it with salt, Reuben. Now with this I have no idea who the criminal was.

But luckily there are four people that we’re going to hear from. So, I want now for us to be looking at card #1 which is the one that is in person #1’s seat and has a little 1 on it. Step 2 is to read witness statement #1. So I’m reading this, and again I’m thinking. Christian, do you have a question?

(Inaudible)

Mrs. Nethero: I’m modeling, so you need to listen. “My donuts are the best and Madame X is jealous. She would steal my sugar.” Is there anything that Danny says that we can prove that everyone would agree on? “My donuts are the best” is totally an opinion. There are all kinds of people who say Rainbow Donuts has the best, Food City has the best, Bosa has the best. Everyone has a different opinion on donuts. “Madame X is jealous. She would steal my sugar.” Can we prove she would steal the sugar? I don’t see any fact. This witness statement, Christian and Damon, is full of opinions. So we need to record the facts, but we don’t have any. And we need to record the opinions. This witness is Danny, so we are going to write Danny down. And his opinion was, “My donuts are the best.” He also said, “She would steal my sugar” which we can’t prove, so that too is an opinion.

Our last witness is the policeman. Fives let’s read this together. 1, 2, 3. “I looked at the crime scene and found a blond hair on the bag of salt.” Hmmm? Is there one thing from this one sentence that could be proven? I mean I don’t know if the hair is the baker’s or the person who switched out the salt, but I think that’s a helpful piece of evidence. And I can prove whether someone has blond hair, or brown hair, or red hair, or blue hair, or green hair. So, blond hair is a fact that I can use. I’m going to write, “Blond hair.”

Who switched the salt for the sugar? So guys, the three things I have down for facts are: she was wearing a hat and blond hair. I only have three facts, but with those three facts I can do a lot. So, I’m looking at my chart and I see that there are four ladies. I see that one of them has black hair, one of them has blond hair, one has gray, one has pink hair. So, I’m going to look at my blondie here, a girl with blond hair. And what is she wearing, Cece? She’s wearing a hat.

So, I am pretty confident using those facts that I can crack this case. And I’m going to write “the culprit is Cowgirl Sol.”

Check for Understanding

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Now that you have seen Mrs. Nethero model, how do you think she did? Check off the boxes that represent the effective modeling practices Mrs. Nethero demonstrated. Then click submit.

Feedback

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Mrs. Nethero kept students involved by having them write down the facts and opinions, but never checked their understanding. When we watch a video clip in a minute you will notice how some students are not ready yet for independent practice. Mrs. Nethero may have been able to find this out earlier if she had asked a few check for understanding questions while modeling.

Although she effectively modeled the skill, it probably could have been a little shorter. Spending 15 minutes modeling takes time away from students being able to independently practice the skill. Instead of modeling how to find facts and opinions in all three witnesses’ stories she could have done just one or two of them.

Part 3: Gradual Release

Transcript:

In a brief moment you will watch Mrs. Nethero gradually release responsibility to the students. Take note of how Mrs. Nethero checks students’ understanding as she has students work without her help.

Video Transcript:

Mrs. Nethero: Let’s figure out who took this candy. So, listen carefully. You’re going to work without me. We have already done step 1. We read it together. Now I want you to be paying attention, Zoe. I don’t want us focused on step 6. I want us focused on steps 2, 3 and 4 right now, so we can work towards our goal for today.

So as I walk around the room and I listen to you, and as I walk around the room and look at what you’ve written, we’re not ready to be where we’re at. I know you want to move on, but you’re not ready to do this without me.

And without my help what were some of the facts that we saw in this two sentence statement?

Jose: Um, bald man.

Mrs. Nethero: Okay, so we’re dealing with a bald man. We can prove someone’s bald. We can prove if someone is a man. So, those are our facts. Are there any other facts Omaria? Maria? We have bald and we have man. Are there any additional facts from this card? I saw a bald man with a brown stain on his shirt. It looked like chocolate. Zoe?

Zoe: brown stain on his shirt.

Mrs. Nethero: So, I’m going to write, “brown stain on shirt.”

Debrief

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Mrs. Nethero came into her lesson well prepared. She broke down her modeling into specific steps, used a think-aloud in student-friendly language, and gradually released responsibility to her students. Mrs. Nethero, earlier in the model, forgot to check for student understanding. She made up for this during the gradual release by identifying the students’ misconceptions and immediately addressing the issues.

Mrs. Nethero’s students will enter independent practice with a keen sense of how to tell the difference between a fact and an opinion.

Conclusion

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The purpose of modeling, just like teaching, is to support students in acquiring skills that they can use independently. When done well, modeling can be a powerful tool for any teacher.

Teachers who model can help students demonstrate mastery on a more consistent basis and do so with a high level of proficiency.