Modelling makes meaning visible.

Modelling makes meaning visible. The power of an image. It enables students to visualise the process rather than be lost in the rules.

It’s easier to watch and understand what needs to be done rather than listen to lengthy explanations while processing the instructions. (Think Youtube video of a recipe) How long can they listen before they switch off? Keep the learning calm and show them what and how they need to do a task.

Present with clarity, keep your instructions to a minimum and focus on modelling.

Use the white board to show how you would do it in your exercise book, how you would present it, how you would start.

As easy as “This is what it should look like in your exercise book” while using the white board to demonstrate how to do the task. Especially for younger learners. They want to do the right thing and like to be reassured and often ask questions such as “I’ve reached the bottom of the page, shall I turn over and start again at the top?” confirming the importance of guiding them with the most simple concepts.
Do the first answer with students. Always. It is a reassuring step, it will help everyone be on task and getting started promptly.

Make it easy for them to get it right and difficult for them to get it wrong!

When filling in surveys and questionnaires, I often find myself stuck when I have to deal with an open question. I sometimes think:” What kind of answers are they looking for?” or “I could do with an example”. And when examples are provided, it takes me a fraction of a second to think about my own response. All it takes is a prompt, a model and then I can come up with a personalised idea.

Same in the classroom. Scaffold, model, provide that little push and help everyone getting started.
Give them the first sentence.
Set them on their own reflection.
Ask for a volunteer to do the first question. Then ask students to do the second in pairs then the rest solo.

Model your thinking, narrate your thinking process while demonstrating.
Help students grasp metacognition and decision-making.

If we set off a task with just a “Off you go” and no scaffolding, no modelling, then the doubt comes in and leaves space for disengagement, decrease in motivation and self confidence. The chatting and turning around starts, the battle begins.

Scaffold, model, break down the instructions in chunks, manageable steps. Not all at once. Fewer instructions, fewer examples at a time.

Show it, shape it, keep your students’ engagement. No excuse, support all the way, make it easy for them to get it right and difficult to get it wrong!