More effective teaching through modelling

Daisy Christodoulou (2013) suggests that if we wish students to be able to solve real-world problems, we cannot teach them as if they already able to solve such problems on their own; instead, they require knowledge and practice to be able to do this. They need to be guided, especially if they are to be equipped in solving problems that we cannot identify in today’s uncertain and complex world; and the effective use of modelling in the guidance process is a critical tool in equipping students to fulfil this objective. The theology and philosophy department at The Haberdashers’ Aske’s Boys’ School is preparing A-level theology and philosophy students for their examinations through sequencing concepts and modelling, one of Sherrington’s four strands based on Rosenshine’s ‘principles of instruction’. It is crucial for students to know precisely what ‘success’ looks like and, for Sherrington, this is down to the teachers’ effective deployment of models (2019). For