Making sure ‘worked examples’ really work: Reflections on when and how to model
Written by: Allan Paltzer
7 min read
ALLAN PALTZER, TEACHER OF HISTORY & POLITICS, QEH BRISTOL, UK
As a history teacher, modelling is a routine part of my lessons. I had always assumed that this was a good thing. Through my teacher training and subsequent in-school CPD, modelling had consistently been presented as a vital component of an effective instructional sequence. On recent reflection, however, I concluded that my approach was not particularly robust or consistent. I did what seemed sensible when it felt appropriate, but didn’t give the timing and format of my modelling much thought. I felt that my students could make greater progress if I were to tighten up this area of my practice. This article summarises the conclusions drawn from my reading around modelling. It provides a mental checklist for teachers to employ when planning their modelling, suggesting a template for ‘best practice’ for teachers looking to develop students’ writing skills in their subject.
When to model
Promotion of modelling as
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This year I have been keen to get my modelling right as I have a number of pupils with a greater depth of knowledge alongside many pupils at the early stages of learning. I have had to think carefully about the right amount of modelling as a means of differntiating for different pupils and work creatively to ensure I can support pupils, without over modelling to my greater depth. I have found this article useful when considering this and will continue to look at the place of hinge questions to support me with this.
Thank you.
I’m pleased you found it helpful, thanks! Divvying up the class / group before modelling definitely gives me more confidence that I’m pitching at the right level.