Practice 4: Provide Models
In this second subsection of Strand 1, participants will learn a variety of modeling techniques and how their use enhances explanations.
Sherrington (2019) claims you cannot provide a good explanation without giving a model. Therefore, it is important to first understand what models can be…
- Physical representations of completed tasks – exemplars that can be used as scaffolds, such as a model paragraph for opening a history essay.
- Conceptual models – such as the one we need to form to understand the behavior of particles in solids, liquids, and gases.
- Explicit narration of our thought processes when thinking through how to solve problems or undertake a creative activity (from Sherrington, 2012).
Please stop and take a moment to process these three types of models.
Please match the type of model (i.e. physical, conceptual, explicit narration) to the example described…
There are many ways teachers can develop their expertise by developing a variety of ways to present information with models. Below are several variations that Sherrington (2019) offers to develop this important skill…
- Link abstract to concrete examples
- Link abstract knowledge to experiential (or tacit) knowledge
- Narrate the thought process
- Organize the information
- Offer worked examples (aka “worked-out examples”)
Let’s look at each one individually by viewing a video example or overview. While watching the videos, please think and consider how you might apply the method to content you teach…
Please continue to Practice #8: Provide scaffolds for difficult tasks…
