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Teaching Approaches/Modelling: Difference between revisions
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SimonKnight (talk | contribs) (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...") |
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{{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. | {{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. | ||
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* 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]]}} | ||
