Modelling in Teaching: How to Show Before You Ask
Teacher modelling explained: think-alouds, worked examples, and live demonstrations. How showing the process (not just the product) builds pupil confidence and independence.
What is Modelling in Teaching?
Modelling shows learners teacher thinking and skill performance (Collins, Brown, & Newman, 1989). Think-alouds and examples reveal how thinking works. Learners then solve problems, spot errors, and gain fluency (Anderson, Greeno, Kline, & Neves, 1981; Pirolli & Anderson, 1985).
Modelling aids learners; plan lessons well. Verbal modelling shows your thinking (Bruner, 1961). Explicit instruction names decisions (Kirschner, 2009; Sweller, 1988). Modelling clarifies goals and boosts learner confidence.
Key Takeaways
- Effective modelling makes invisible expert thinking processes explicit and accessible to learners: By verbalising thought processes and demonstrating problem-solving strategies, teachers provide learners with a clear window into how experts approach tasks, a practice supported by research into cognitive science and learning (Willingham, 2009). This transparency helps learners develop their own metacognitive skills and understand the 'why' behind the 'what'.
- Modelling is a powerful strategy for reducing learners' cognitive load, thereby improving learning efficiency: When teachers clearly demonstrate tasks and verbalise steps, they scaffold the learning process, preventing learners from being overwhelmed by novel information and allowing them to focus on understanding rather than deciphering (Sweller, 1988). This reduction in extraneous cognitive load is crucial for the effective acquisition of new skills and knowledge.
- Modelling serves as the foundational 'I do' component within the Gradual Release of Responsibility framework, preparing learners for independent practice: By explicitly showing and explaining before asking learners to attempt tasks, teachers establish a clear template for success, progressively transferring ownership of learning (Fisher & Frey, 2014). This structured approach ensures learners are well-equipped with strategies and understanding before moving to guided or independent work.
- Explicit modelling, particularly through 'think-alouds', significantly boosts learner confidence and fosters greater independence in learning: When teachers articulate their decision-making and problem-solving steps, learners gain a deeper understanding of the task requirements and develop a robust mental model for future application (Rosenshine, 2012). This clarity equips learners to approach new challenges with increased self-efficacy and reduced reliance on direct teacher intervention.
Modelling saves teacher time and builds skills. Teachers clearly explain concepts to each learner. Shared learning deepens understanding (Vygotsky, 1978). Collaboration improves teaching practice (Bandura, 1977).
Bandura's (1977) Social Learning Theory builds on behaviourism. Bandura (1977) stated thoughts and rewards shape learner development. Learners copy behaviours, then change them, he noted.
Mental Modelling in Education Explained
Structural Learning helps learners understand concepts using mental models (Johnson-Laird, 1983). Learners build models to check their understanding (Gentner & Stevens, 1983). Block building lets learners gain key insights (Piaget, 1954). Modelling lets learners see and change their thoughts (Norman, 1983). This aids learning and encourages thinking about thinking (Flavell, 1979).
Allowing time for teaching methodologies like this gives children room to play with their new ideas. The social behaviours that come through these activities enable children to articulate their thinking to one another. This acts as a launchpad for better writing as learners are given time to rehearse what they are going to write. This approach aligns with constructivism, where students actively build their understanding through hands-on experiences. For further guidance, see our article on talk for writing.
Four Steps of Effective Modelling
Bandura's Social Learning Theory (1977) shows learners copy behaviours fast. Learners watch role models and then repeat actions or words. Bandura (1977) found working memory stores new information. He (1977) described how learners use role models.
- Firstly, one must focus on what the model is doing, this is called attention.
- Secondly, they must remember, or retain, what they observed; this is called retention.
- Thirdly, they must perform the behaviour that they observed and saved in their memory; this step is called reproduction.
- Lastly, they need motivation. They must be willing to copy the behaviour, and whether or not they are motivated to copy depends upon what happened to the model. If the model was punished, one would be less motivated to copy the model. This is known as vicarious punishment. On the other hand, if the model was reinforced for the behaviour, one would be more motivated to copy her. This is called vicarious reinforcement. Teachers can use feedback to provide this reinforcement effectively.
- Writing: Instead of just telling students how to write an essay, write one in front of them, thinking aloud as you go. Explain your choices of words, sentence structure, and paragraph organisation.
- Problem-solving: When tackling a maths problem, don't just show the solution. Vocalise your thought process, explaining how you analyse the problem, consider different strategies, and arrive at the answer.
- Reading comprehension: Model how to annotate a text, highlighting key information, asking questions, and making connections. This helps students understand how to actively engage with reading material.
- Social skills: Demonstrate how to handle a difficult conversation, resolve a conflict, or offer constructive feedback. This can be done through role-playing or by sharing personal experiences.
- Clarity: It provides a clear and concrete example of what students are expected to do.
- Confidence: It builds students' confidence by showing them that the task is achievable.
- Motivation: It motivates students by demonstrating the value and relevance of the learning.
- Accessibility: It makes learning accessible to all students, regardless of their prior knowledge or learning style.
- Engagement: It actively engages students in the learning process by encouraging them to observe, analyse, and imitate.
- Bandura, A. (1977). *Social Learning Theory*. Englewood Cliffs, NJ: Prentice Hall.
- Rosenshine, B. (2012). Principles of Instruction: Research-Based Strategies That All Teachers Should Know. *American Educator*, *36*(1), 12-19.
- Vygotsky, L. S. (1978). *Mind in society: The development of higher psychological processes*. Cambridge, MA: Harvard University Press.
- Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching. *Educational Psychologist*, *41*(2), 75, 86.
Examples of Modelling in the Classroom
Here are some examples of how modelling can be used in the classroom:
In maths, model problem solving by sharing your thinking aloud (Schoenfeld, 1985). For writing, demonstrate the whole process, not just final products (Flower & Hayes, 1981). Say your plans: 'My audience needs definitions.' Show learners how you revise and rethink writing (Sommers, 1980). This shows writing takes drafts.
Zimmerman (2007) taught scientific thinking to learners via observation. Klahr (2000) showed learners how to control variables in experiments. Wineburg (1991) had learners question source bias for historical analysis.
Benefits of Modelling in Teaching
Modelling is a highly effective teaching strategy for several reasons:
Ultimately, effective modelling helps students to become more independent and successful learners.
Explicit modelling boosts learner learning (Hattie). Teachers show expert examples before learners practise, which reduces cognitive load. This helps new learners build their confidence. Showing steps and mistakes creates a pathway to success. Hattie's research found a 0.69 effect size.
Bruner (1966) showed modelling aids learner understanding. Vygotsky (1978) found observation helps learners grasp processes. Piaget (1936) stated structured movement supports learners. Bandura (1977) explained clear modelling aids struggling learners.
Learners gain lasting benefits beyond finishing tasks. Seeing experts think helps learners adopt useful methods (Collins et al., 1991). This knowledge transfer is education's key aim. It helps learners face new challenges confidently (Bransford et al., 2000; Brown et al., 1989).
Common Modelling Mistakes and How to Avoid Them
Modelling often fails because teachers rush, hurting learner progress. They move too fast, not letting learners process each step. This breaks Sweller's (1988) cognitive load theory: learners only manage some new information at once. Skipping steps or thinking aloud creates gaps, confusing learners (Clark, 1989; Paivio, 1986).
Teachers often assume learners have knowledge they lack. Skipping steps creates understanding barriers (Kirschner, 2002). Many model tasks without showing pitfalls or better methods (Bjork, 1994). This reduces learner independence (Brown, 1987).
Flavell (1979) stated metacognitive knowledge assists learner development. Zimmerman's (2002) model shows educators how to teach learners self-regulation skills. Flavell (1979) and Zimmerman (2002) offer useful tools for working with learners.
Demonstrate clearly, providing slow demos and explaining choices. Check each learner's understanding as you work. Record yourself to spot shortcuts in your practice. Think aloud, showing reasoning (Clark, 1983; Kirschner, 2006). This helps learners succeed.
From Modelling to Independent Practice: The Gradual Release Framework
Modelling works best with a structured shift of control to the learner. Pearson and Gallagher (1983) suggest "I do, we do, you do together, you do alone." This framework gives support as learners build independence, towards mastering the skill.
Teachers give feedback as learners practise tasks. Observe learners closely and offer help that is specific. Use misconceptions to reinforce modelling, as they will occur. Sweller (1988) shows scaffolding works. This builds learner confidence and avoids overload.
Learners do independent work after showing success with support. Teachers check readiness using exit tickets (Vygotsky, 1978). Learners progress at different speeds, as shown by Piaget (1936). Give extra help or more guided work if needed (Bruner, 1966).
Frequently Asked Questions
What is modelling in teaching?
Researchers have found that teachers can model tasks for learners. They think aloud and show steps (Bandura, 1977). This clarifies learning and reduces learner stress (Sweller, 1988; Bruner, 1966). Modelling builds learner confidence (Vygotsky, 1978).
How do I implement modelling in the classroom?
Modelling means showing learners how to do a task. Think aloud while you demonstrate, step by step. Guide learners as they try it themselves and ask questions. Then let them practise on their own.
What are the benefits of modelling in teaching?
Researchers have shown modelling helps learners grasp difficult tasks. It breaks tasks down into steps, easing mental strain. This builds learner confidence and aids teamwork (e.g. Bandura, 1977; Vygotsky, 1978). Modelling gives learners a clear structure for success.
What are common mistakes when using modelling?
Fisher and Frey (2018) show visible thinking matters. Teachers, explain demonstrations clearly. Hattie (2012) says learners need practice. Wiliam (2017) advises that you ensure learners focus.
How do I know if modelling is working?
Modelling works if learners engage and understand the demo. Check recall: ask them to repeat steps. See if they apply it successfully in solo tasks.
Conclusion
Bandura (1977) showed that modelling reveals thought processes to the learner. Explain actions clearly; Vygotsky (1978) felt this made ideas concrete. Wood et al. (1976) found modelling provides tools for independent learner thought.
Modelling supports learners in lessons for better achievement. It builds skills beyond school (Bandura, 1977). Active modelling boosts learning results (Vygotsky, 1978; Wood et al., 1976).
Start modelling with a lesson where you show your entire thought process. Explain your reasoning, not just your actions, following research by Collins et al. (1991). When modelling, like essay writing, explain how you choose evidence and structure arguments. This explicit teaching helps learners understand complex tasks, based on research from Zimmerman (2002).
Work with colleagues to observe modelling and share tips. Use a checklist to assess sessions, like if learners understood steps. Ask: Were thinking processes visible? What questions show areas needing modelling? Regular practice improves this key teaching strategy (Fisher & Frey, 2018; Hattie, 2012).
Modelling shows learners how experts think and work, changing teaching. It bridges the gap between teacher knowledge and learner understanding. This strategy creates clearer pathways for learning success (Collins et al, 1989).
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Modelling in Teaching: How to Show Before You Ask
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A concise Structural Learning audio episode on Modelling in Teaching: How to Show Before You Ask, grounded in the curated research dossier and focused on practical classroom use.
Further Reading
Build a Multi-Level Scaffolding Framework
Consider learner needs and prior knowledge to build a helpful framework. This framework should gradually remove support as learners gain mastery. Researchers like Vygotsky (1978) and Wood et al (1976) inform this process. Focus on moving learners towards independent work.
Scaffolding Framework
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Transition Guidance
Effective scaffolding adapts to each learner's needs. Teachers should move learners based on what they observe, not a set schedule (Vygotsky, 1978). This ensures learning is targeted and effective.
';if(S.levels===4)h+='Full to Guided: After 2-3 successful attempts, remove the completed example but keep starters.
Guided to Partial: When the learner completes sections without starters, reduce to a checklist.
Fisher and Frey (2015) say watch the learner do the task alone. Use the checklist (Vygotsky, 1978) to assess their work against set goals. Wood et al. (1976) explain this shows independent practice success.
';else if(S.levels===3)h+='Full to Guided: After 2-3 successful attempts, provide only a partial example and checklist.
Guided to Independent: When the learner meets criteria with minimal support, remove all scaffolds.
';else h+='Vygotsky (1978) and Wood et al. (1976) showed scaffolding aids learner progress. Observe learners closely and give help when they need it. Slowly reduce support, letting learners become more independent.
';h+='Using Levels Simultaneously
Different groups can work at different scaffold levels on the same task. Print each level as a separate resource card. Learners self-select or are guided by the teacher.
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Based on EEF research (Vygotsky, 1978; Wood, Bruner & Ross, 1976; Van de Pol et al., 2010). For guidance only.