Modelling Strategies and Theory - created from Mind Map

Seite 1

Giving more time to modelling tasks

Making success criteria explicit in modelling

Providing a visual support

Use of gestures

Metacognitive modelling

Why is modelling important?

Modelling as scaffolding

British Council strategies

Thompson: elaborated input: Giving more time to students by using slower clearer speech and repeating key instructions or points

Dörnyei Zoltan (2001)

I modelled the outcomes for the lesson by giving examples of the listening strategies we would be looking at and how students could use these strategies successfully.

Swarbrick, Anne: ‘giving pupils a clear picture of what constitutes a good response to a task’

Use of colour-coding

Manuela Macedonia argues that gestures not only enhance undestanding of the task but there is clear research to suggest that it aids in developing long term memory of vocabulary.

The more visual slides as well as the use of more obvious and deliberate gestures in my modelling improved students understanding of the task.

Conti suggests that the teacher models their own thought process

Duplass (2006) a think-aloud approach

I talked students through my own thought process and the strategies that I would use during a listening activity; predicting from context, recognising cognates and listening out for the key words.

The Sutton Trust (2014) has shown that there is strong evidence to support modelling as a practice that improves student outcomes.

Importance for SEN and EAL

help to ease learner anxiety caused by not knowing what to do (Cameron 2001).

Baldwin et al (2006) Importance of modelling the task several times- repeating key bits for students who struggle following verbal instructions

‘ Modelling is a scaffolding strategy (Wood et al. 1976) that teachers can use to give assistance during the early stages of a task.

Vygotsky sociocultural theory: ZPD –modelling and scaffolding are strategies for supporting the intellectual knowledge and skills of learners and facilitating intentional learning.

R.Oxford (2013) argues: To facilitate internalization of the dialogues and to help the learner taverse the ZPD the more knowledgeable individual offers assistance in the form of scaffolding or modelling, providing materials and explanations.

Use other learners or adults in the classroom

Giving learners model sentences to highlight a specific language feature

I asked students to model how they worked out answers in listening activities

I have been dual teaching in my y10 class and using my mentor to model role plays

In a sentence re-arranging activity I first modelled the correct grammatical order