In this article science teacher, Adam Boxer, and the Chartered College of Teaching's Director of Education and Research, Cat Scutt, explore why providing models and worked examples is important, and how technology might play a role in supporting these.
One of Rosenshine’s ‘Principles of instruction’ (2012) is that ‘Providing students with models and worked examples can help them learn to solve problems faster’. When first learning a new concept, students’ knowledge of it is fragmented, transient and disconnected: It is fragmented in the sense that they may not have taken in all that you have said
It is transient in the sense that without immediate practice it will not be encoded and moved into the long-term memory so it could rapidly fade.
It is disconnected in the sense that it will not yet be connected to prior learning and lacks the flexibility which comes from having one area of knowledge deeply connected to many others (Willingham 2002). As such, it
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