Teaching Approaches/Modelling - Revision history

SimonKnight at 15:20, 20 September 2012

2012-09-20T15:20:21Z

← Older revision		Revision as of 15:20, 20 September 2012
Line 1:		Line 1:
			{{teaching approach header}}

	=Effective modelling=		=Effective modelling=
	{{adaptedfrom\|Modelling Introduction\|Body\|In order to be an effective modeller there are a number of steps you should take. [[Teaching Approaches/Planning\|Prepare the lesson well]], particularly if you are going to conduct a demonstration that is new to you. If you are about to model something new for the first time, you might write out a script and rehearse what you are going to say (see resources in the [[Category:Modeling]]) As you grow in confidence, it will no longer be necessary to write out a script but you will still plan exactly what you want the pupils to learn.		{{adaptedfrom\|Modelling Introduction\|Body\|In order to be an effective modeller there are a number of steps you should take. [[Teaching Approaches/Planning\|Prepare the lesson well]], particularly if you are going to conduct a demonstration that is new to you. If you are about to model something new for the first time, you might write out a script and rehearse what you are going to say (see resources in the [[Category:Modeling]]) As you grow in confidence, it will no longer be necessary to write out a script but you will still plan exactly what you want the pupils to learn.
Line 21:		Line 23:

	Teachers can model a range of processes, for example, how to use a particular piece of equipment appropriately and accurately; how to record data; how to evaluate an investigation; how to plan a more complex investigation; how to draw a particular graph or representation; how to obtain specific information [[Reading an article\|from a text]] or from the Internet; how to answer a test [[Teaching Approaches/Questioning\|question]]; how to [[Modeling Scientific Writing\|improve writing]]; how to improve the [[Teaching Approaches/Dialogue\|quality of talk]]}}		Teachers can model a range of processes, for example, how to use a particular piece of equipment appropriately and accurately; how to record data; how to evaluate an investigation; how to plan a more complex investigation; how to draw a particular graph or representation; how to obtain specific information [[Reading an article\|from a text]] or from the Internet; how to answer a test [[Teaching Approaches/Questioning\|question]]; how to [[Modeling Scientific Writing\|improve writing]]; how to improve the [[Teaching Approaches/Dialogue\|quality of talk]]}}

			{{teaching approach footer}}

SimonKnight at 13:21, 23 August 2012

2012-08-23T13:21:57Z

← Older revision		Revision as of 13:21, 23 August 2012
Line 1:		Line 1:
	{{adaptedfrom\|Modelling Introduction\|Body\|~~=Effective modelling=~~		=Effective modelling=
	In order to be an effective modeller there are a number of steps you should take. [[Teaching Approaches/Planning\|Prepare the lesson well]], particularly if you are going to conduct a demonstration that is new to you. If you are about to model something new for the first time, you might write out a script and rehearse what you are going to say (see resources in the [[Category:Modeling]]) As you grow in confidence, it will no longer be necessary to write out a script but you will still plan exactly what you want the pupils to learn.		{{adaptedfrom\|Modelling Introduction\|Body\|In order to be an effective modeller there are a number of steps you should take. [[Teaching Approaches/Planning\|Prepare the lesson well]], particularly if you are going to conduct a demonstration that is new to you. If you are about to model something new for the first time, you might write out a script and rehearse what you are going to say (see resources in the [[Category:Modeling]]) As you grow in confidence, it will no longer be necessary to write out a script but you will still plan exactly what you want the pupils to learn.

	Take into account pupils’ prior knowledge and experiences. Model your thinking to explain links between an idea they have seen before and the one you are about to introduce, for example, in chemistry you may have used ping pong balls to represent atoms but in Year 8 different sized balls are used so that pupils can build molecules. Think out loud the connections and the reasons for developing or changing this model.		Take into account pupils’ prior knowledge and experiences. Model your thinking to explain links between an idea they have seen before and the one you are about to introduce, for example, in chemistry you may have used ping pong balls to represent atoms but in Year 8 different sized balls are used so that pupils can build molecules. Think out loud the connections and the reasons for developing or changing this model.
Line 20:		Line 20:
	* drawing out the key learning.		* drawing out the key learning.

	Teachers can model a range of processes, for example, how to use a particular piece of equipment appropriately and accurately; how to record data; how to evaluate an investigation; how to plan a more complex investigation; how to draw a particular graph or representation; how to obtain specific information from a text or from the Internet; how to answer a test [[Teaching Approaches/Questioning\|question]]; how to [[Modeling Scientific Writing\|improve writing]]; how to improve the [[Teaching Approaches/Dialogue\|quality of talk]]}}		Teachers can model a range of processes, for example, how to use a particular piece of equipment appropriately and accurately; how to record data; how to evaluate an investigation; how to plan a more complex investigation; how to draw a particular graph or representation; how to obtain specific information [[Reading an article\|from a text]] or from the Internet; how to answer a test [[Teaching Approaches/Questioning\|question]]; how to [[Modeling Scientific Writing\|improve writing]]; how to improve the [[Teaching Approaches/Dialogue\|quality of talk]]}}

SimonKnight: Created page with "{{adaptedfrom|Modelling Introduction|Body|=Effective modelling= In order to be an effective modeller there are a number of steps you should take. [[Teaching Approaches/Plannin..."

2012-08-23T13:21:10Z

Created page with "{{adaptedfrom|Modelling Introduction|Body|=Effective modelling= In order to be an effective modeller there are a number of steps you should take. [[Teaching Approaches/Plannin..."

New page

{{adaptedfrom|Modelling Introduction|Body|=Effective modelling=
In order to be an effective modeller there are a number of steps you should take. [[Teaching Approaches/Planning|Prepare the lesson well]], particularly if you are going to conduct a demonstration that is new to you. If you are about to model something new for the first time, you might write out a script and rehearse what you are going to say (see resources in the [[Category:Modeling]]) As you grow in confidence, it will no longer be necessary to write out a script but you will still plan exactly what you want the pupils to learn.

Take into account pupils’ prior knowledge and experiences. Model your thinking to explain links between an idea they have seen before and the one you are about to introduce, for example, in chemistry you may have used ping pong balls to represent atoms but in Year 8 different sized balls are used so that pupils can build molecules. Think out loud the connections and the reasons for developing or changing this model.

See also the section on demonstrations in maintaining a view of the class while writing notes or instructions for them by using an OHP, a laptop or an interactive whiteboard rather than turning your back to the class. By your behaviour when you are writing you are modelling the technique.

Maintain the pace of the lesson by using modelling for short periods only, especially if pupils are not used to this way of working. Until pupils’ listening skills have developed, model just a small part of an activity, for example, the conclusion of an investigation.

Repeat the modelling of a process whenever necessary. Some skills are only acquired through repeated practice.

Modelling processes with pupils involves
* establishing clear aims;
* providing an example;
* exploring thinking – yours and the pupils;
* demonstrating the process;
* working together through the example;
* providing prompts (or scaffolds) as appropriate;
* providing an opportunity for pupils to work themselves (alone or in pairs);
* drawing out the key learning.

Teachers can model a range of processes, for example, how to use a particular piece of equipment appropriately and accurately; how to record data; how to evaluate an investigation; how to plan a more complex investigation; how to draw a particular graph or representation; how to obtain specific information from a text or from the Internet; how to answer a test [[Teaching Approaches/Questioning|question]]; how to [[Modeling Scientific Writing|improve writing]]; how to improve the [[Teaching Approaches/Dialogue|quality of talk]]}}