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
Making sure ‘worked examples’ really work: Reflections on when and how to model
Written by: Allan Paltzer
7 min read
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