#28 When modelling, do an example in real-time

It stops simple processes appearing overly complex

Hello, and welcome to the Tips for Teachers newsletter. For over 400 ideas to try out the very next time you step into the classroom, check out my Tips for Teacher book.

💡 A quick tip to try in class this week 💡

I think a lot about modelling and worked examples. Ever since I started experimenting with my Silent Teacher approach almost a decade ago, the modelling phase of a lesson has been the one that interests me the most. It is students’ first experience of a new idea, and the first experience of anything is significant. I discuss my current thinking and experimenting on worked examples with Ollie Lovell in the third of our Tools and Tips for Teachers monthly collaborations.

Here I want to reflect on a mistake I have still been making after all these years: students never get to see me perform a procedure in real-time.

During Silent Teacher I deliberately go slowly, pausing at critical points to give my students an opportunity to consider what I have just done, and what I might do next. During the We Do part of the process, I ask my students to write the next line of working on their mini-whiteboards, hover when ready, and show me in 3, 2, 1… We do this for each line of working, which of course slows things down. Finally, in the You Do part of the process, students work through a problem on their own.

Because students never get to see me perform a procedure in real-time, a 20-second procedure actually comes across as a 2-minute procedure. I think there are two problems with this:

1. Performing a procedure slowly and methodically may give the impression that it is harder than it actually is, which may put off some students.

2. By performing a procedure slowly and methodically, students may never develop the fluency and automaticity necessary to free up attention to use that skill to solve more complex problems

Now, none of this is to say we should rush through the modelling phase. Of course, it is crucial we slow down and draw students’ attention to critical parts of the process. But, I think we should also make time to show students what the process looks like from start to finish when a relative expert does it. For me, this comes after Silent Teacher and the subsequent reflection, but before the We Do: “Now we have thought hard about this, let’s watch it play out in real time”. This shows our students what they can aspire towards.

• What would you need to change to make this tip work for you?

• When could you try it for the first time?

• View all the Tips for Teachers shared so far

📺 A video to discuss with a colleague 📺

Teacher and author, Chris Such, explains why and how we need to reduce the pressure on our learners

If the video doesn't play when you click on it, click here

Subscribe to the Tips for Teachers YouTube channel so you never miss a tip

👂 A podcast episode to listen to on your way home 👂

Teacher and author, Sarah Donarski, shares her five tips:

1. Know how to effectively assess

2. Choose the right feedback type

3. Be aware of student bias

4. Use, where possible, dialogic teaching

5. Ignite the CPD culture

Listen to the podcast here.

Search for Tips for Teachers on any podcast platform (Apple Podcasts, Spotify, etc) and subscribe so you never miss an episode.

😎 Final bits and bobs 😎

Do you know someone who would enjoy this newsletter? Forward it to them, or direct them to the sign-up page here where you can also read all previous editions.

You can also sign up for my weekly Eedi newsletter, where I share resources, research and ideas to improve teaching and learning.

Check out my Tips for Teachers book

Do you and your team want high-quality training or coaching, with ideas you can use in your very next lesson? If so, you can book some Tips for Teachers CPD

Check out the all-new Tips for Teachers online courses

If you value my work, please consider becoming a Patreon

---