Research School Network: Mastering Modelling Linda and Emma, from Hermitage Academy, share how to get the most out of modelling

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Mastering Modelling

Linda and Emma, from Hermitage Academy, share how to get the most out of modelling

by Shotton Hall Research School
on the

Modelling is when the teacher shares their thinking out loud for the
students to listen to and use as a guide for their own thinking; it is a
process by which we show students what to do as an expert BUT in a way
that is accessible. Sometimes the showing can lose’ a student on the
journey and switch them off, giving them a mindset of but of course you
can do it, you’re the teacher!’ (a phrase you may have heard uttered on
more than one occasion!).

Effective modelling should ensure your steps include success criteria for
total clarity. Although you are the expert, you’re showing students that you too
need to follow a set of steps on the journey to the finished product, just
like them! Tick them off as you go in a way that they can follow too. This will
make modelling accessible to learners and far less daunting.

It may be that the teacher completes the task themselves, that they live
model’ with the class, or find an example (WAGOLL) to share with the
students. All of which give a great insight into the possible misconceptions
in subject content and how students should structure their answers to
include the vital explanations.

WAGOLL: What A Good One Looks Like

When using a WAGOLL we should ensure that they are pitched as
aspirational targets for the class; and that they explore content, style and
structure – explicitly. What exactly is so great about it? Deconstructing the WAGOLL is a great exercise, it makes what is implicit to us, explicit to the students. For example:

  • use of specific vocabulary;
  • accurate use of subject knowledge;
  • quality of written communication;
  • cohesively structured responses. Students can then construct their answers with the guided structures to support them, as a class or in pairs/​groups and then individually when they are ready.

Live Modelling


Planned modelling is great, giving students the tools to success. Live modelling can do this too and it can often be extremely powerful. Knowing the tools to use to jump in and address those arising misconceptions during a lesson is key. Breaking topics down further is often what is needed. This is where live modelling can be extremely beneficial. Seeing you, the teacher working through the process with them gives a we’re all in into together approach’.

As always, you are the expert and how you plan to live model needs to
show this. As you live model make sure you are asking lots of questions (some may be pre planned hinge questions): continuously checking for understanding throughout this process is essential as it keeps the learners with you. It gives them clarity and understanding to tackle every step in the process and ultimately it leads to success. As Griffith and Burns say, When teachers create real clarity for their learners around what success looks like, learner autonomy improves dramatically’. We’re building up our students and giving them the steps they need to be independent learners in those situations when we’re not there. We’re holding their hands and then slowly letting go.

Live modelling allows us to make information stick. Actively doing
something and problem solving in this way alters our long term memory.
Learners are absolutely surrounded by new information every single day.
By zooming in on key areas and actually doing something, constructing
something, producing something alongside the support of their teacher
there is an alteration in the brain. If nothing has been altered in long-term
memory nothing has been learned’ (Sweller et al).

How do we actually best live model though? Do we script an essay in front
of a class? What if we make a mistake? Will they be able to concentrate for
that long? The bottom line is, you know your class but worked examples
do… work! As mentioned earlier, in the real-world lesson context, the we
do it together’ approach is key to modelling. Students are given the
emotion of what it feels like to complete the task successfully and this
gives them the drive to want to do this independently. It supports their
intrinsic motivation and builds up that moment of independence.

Of course there are students who may find live modelling approaches
extremely difficult. It can be! However, we are firm believers this can work
for all students. In some cases, smaller steps are needed with more
iterations of the to and fro until everyone is up and running. As
practitioners, initially we may need to really guide students and this is ok
because they will not need this forever! Chunk the learning as much as you need to, ask students to practise each step alongside you multiple times if they need to (see Figure 2).

We do need to remember though, like with all areas of teaching and
learning, student start points may differ as time moves on. Some students
may get’ areas that others do not and when revisiting and continuing the
model this needs to be carefully considered. You don’t always have to go
back to the beginning (think about engagement!) and varying he point at
which modelling begins can certainly be a useful thing to consider.

Handing over the baton


One of the pitfalls in modelling is knowing when to hand over the
baton’ (Tom Sherrington). As the knowledgeable adult in the room the
clear explanations through modelling may make total sense. However, if
we see it through the eyes of the students it may seem overwhelming. If
we are showing them perfection in one go, there may be too much to
absorb all at once. Breaking the model/​WAGOLL down into very small
steps (in any aspect of modelling) and getting the students to discuss and
then practise their own version at each stage may take longer but the
learning is likely to be more secure and students are likely to be more
confident.

The we do’ stage is vital. If the students haven’t got it yet, then moving to
independent practice and carrying on regardless is a waste of time and
effort, the students won’t have learnt a vital component.

We do need to ensure we are gradually removing the scaffolding.

Over time we can see how the amount of responsibility changes and the
students gain the confidence to be more autonomous. It is important to
note you could move through the model in one lesson, in one week, over a half term or even longer – there isn’t a timescale attached to it.

The point at which we handover the baton is vital.

‘Zoom right in on that baton hand-over. It's not instantaneous; a crucial time passes when both people are holding the baton together. In that brief moment, they are communicating through the touch: Have you got it? No, not yet. Ok, I'm still with you. Grip harder. Have you got it now. Nearly, keeping holding, I'm nearly there.. Ok. You're ready.. Off you go. Yes, I'm ready, let go. I already have.... you're away.

Tom Sherrington
Emma Bulmer and Linda Turner

Emma Bulmer and Linda Turner

Emma and Linda are Assistant Headteachers at Hermitage Academy with responsibility for teaching and learning and CPD.

Read more aboutEmma Bulmer and Linda Turner

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