This strategy will help students to:
- Modelling is used as an instructional move when the lesson addresses using a cognitive process, such as reading, writing, mathematics and such.
- Demonstrating is what a teacher does when focusing on physical tasks, such as the proper stance for swinging a baseball bat or the procedure for turning on a Bunsen burner.
- Modelling and demonstration is a combination of verbal and visible elements reinforcing specific important aspects of the task.
- Name the strategy, skill, or task.
- State the purpose of the strategy, skill, or task.
- Explain when the strategy or skill is used.
- Use analogies to link prior knowledge to new learning.
- Demonstrate how the skill, strategy, or task is completed.
- Alert learners about errors to avoid.
- Assess the use of the skill.
Example of how a language arts teacher might model the process of sentence-combining:
- Name the strategy, skill, or task. “Today I am going to show you how to combine sentences to make more interesting and complex standards.”
- State the purpose of the strategy, skill, or task. “It’s important for a writer to be able to construct sentences that aren’t repetitive or choppy. Sentence-combining is one way to make sure your sentences read more smoothly.”
- Explain when the strategy or skill is used. “After I have written a passage, I reread it to see if I have choppy sentences or if I am repeating information unnecessarily. When I notice that’s occurred, I look for ways to combine sentences”.
- Use analogies to link prior knowledge to new learning. “I like to think of this as making sure I make a straight path for my readers to follow. When I eliminate choppy or redundant sentences, it’s like making a straight path of ideas for them to follow.”
- Demonstrate how the skill, strategy, or task is completed. “I’m going to show you three short, choppy sentences. I’ll look first for information I can cross out because it is repetitive. Then I’m going to combine those three sentences into one longer and more interesting sentence.”
- Alert learners about errors to avoid. “I have to be careful not to cut out so much information that I lose the meaning. I also neeed to watch out for sentences that become too long. A reader can lose meaning of a sentence that’s too long.
- Assess the use of the skill. “Now I am going to reread my new sentence to see if it makes sense.”