Modelling in Teaching: Showing Students How Before Asking Them to Try

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What is Modelling in Teaching?

Modelling is one of the most powerful tools in a teacher's repertoire, yet it is often underutilised or poorly executed. Effective modelling means more than simply showing students what to do: it involves making invisible thinking processes visible through verbal modelling, demonstrating the steps experts take through inquiry-based learning and questioning techniques, and explicitly naming the decisions being made through explicit instruction. When done well, modelling reduces cognitive load, builds confidence, supports collaborative learning, and provides students with a clear template for success alongside clear learning objectives through effective scaffolding techniques. This guide explains different types of modelling and how to implement them effectively.

In education, modelling as instruction is used by educators as an instructional strategy to save time for teaching while improving their teaching skills. Each time an instructor explains a concept for a student, the instructor is modelling. This collaborative approach is strengthened when teachers work together in professional learning communities to share and refine their modelling techniques.

According to Albert Bandura's Social Learning Theory, pure behaviourism cannot explain why the learning process occurs in absence of external reinforcement. Albert Bandura felt that inner mental state or cognitive processes must also play a role in learning efficiency and that the modelling process takes into account much more than imitation. In the case of imitation, a person barely copies what is done by the model.

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Mental Modelling in Education Explained

Mental modelling in education involves making students' thinking processes visible and explicit so they can understand, examine, and improve how they learn and solve problems. This involves children in the model creation of their thought processes. By using our block building methodology, a child can get the inside picture of human learning and how it happens. The pedagogy is predominantly based on the idea of organising our thoughts. This process of modelling allows a child to see their thoughts and at the same time have an opportunity to modify them. This experience provides opportunities for the positive reinforcement of key learning behaviours. At Structural Learning, we encourage the active learning principles of metacognition. This involves children in the model creation of their thought processes. By using our block building methodology, a child can get the inside picture of human learning and how it happens. The pedagogy is predominantly based on the idea of organising our thoughts. This process of modelling allows a child to see their thoughts and at the same time have an opportunity to modify them. This experience provides opportunities for the positive reinforcement of key learning behaviours.

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 pupils 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.

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Four Steps of Effective Modelling

According to Albert Bandura's Social Learning Theory, learning efficiency may occur while watching others' social behaviours and then modelling what others say or do. These cognitive processes involve not just imitation but also how information is stored in working memory. Bandura explained particular steps in the process of modelling that must be followed to make learning successful:

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• 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.

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Examples of Modelling in the Classroom

Here are some examples of how modelling can be used in the classroom:

• 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.

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In mathematics lessons, effective modelling might involve working through a complex word problem whilst verbalising your thought process: 'I notice this problem mentions rate and time, which suggests I might need to think about distance. Let me re-read to identify what information I have and what I'm trying to find.' You demonstrate the calculation steps and the reasoning and problem-solving strategies that experts use automatically.

During writing instruction, model the entire composition process rather than just showing finished examples. Think aloud as you plan your writing: 'I need to consider my audience here - they won't know much about this topic, so I should define this term.' Show students how you revise your work, cross out sections, and rethink your approach. This demystifies the writing process and shows that good writing involves multiple drafts and revisions.

In science lessons, model scientific thinking by demonstrating how to make observations, form hypotheses, and draw conclusions. When conducting an experiment, verbalise your reasoning: 'I'm going to control this variable because..' or 'This unexpected result makes me wonder if..' This explicit instruction helps students understand that science is about thinking processes, not just fo llowing procedures. Similarly, in history lessons, model how historians analyse sources by questioning authenticity, considering bias, and cross-referencing evidence whilst working through primary documents with your class.

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Benefits of Modelling in Teaching

Modelling is a highly effective teaching strategy for several reasons:

• 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.

Ultimately, effective modelling helps students to become more independent and successful learners.

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Research consistently demonstrates that explicit modelling significantly improves student learning outcomes across all subject areas. When teachers model effectively, they reduce cognitive load by providing students with clear examples of expert performance before expecting independent practice. This approach is particularly beneficial for novice learners who lack the background knowledge to infer effective strategies on their own.

Modelling also builds student confidence by demystifying complex processes. Many students feel overwhelmed when asked to complete tasks they've never seen demonstrated properly. By showing the step-by-step process, including how to handle difficulties and mistakes, teachers help students develop a roadmap for success. John Hattie's research on visible learning shows that modelling has an effect size of 0.69, indicating a high impact on student achievement.

Furthermore, modelling supports inclusive education by providing multiple ways for students to access learning. Visual learners benefit from seeing the process, auditory learners from hearing the explanations, and kinaesthetic learners from the structured approach. Students with learning difficulties particularly benefit from the explicit, systematic nature of good modelling, as it reduces the need to guess what teachers expect. This teaching strategy proves especially valuable when introducing abstract concepts, such as mathematical problem-solving or essay planning, where thinking processes are typically invisible to students.

The long-term benefits extend beyond immediate task completion. When students observe expert thinking processes repeatedly, they begin to internalise these approaches and apply them independently in new situations. This transfer of learning is the ultimate goal of education - helping students become autonomous, strategic learners who can tackle unfamiliar challenges with confidence and systematic thinking.

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Common Modelling Mistakes and How to Avoid Them

Despite its proven effectiveness, modelling frequently falls short due to several predictable mistakes that undermine student learning. The most common error is rushing through demonstrations, where teachers move too quickly without allowing students to process each step. This violates John Sweller's cognitive load theory, which demonstrates that learners can only handle limited new information simultaneously. When teachers skip seemingly "obvious" steps or fail to verbalise their thinking processes, they create gaps that leave students confused and unable to replicate the demonstrated skill.

Another critical mistake involves assuming prior knowledge that students may not possess. Teachers often omit foundational steps because they appear elementary, yet these omissions create barriers to understanding. Additionally, many educators model tasks without explicitly highlighting common pitfalls or explaining why certain approaches work better than others. This leaves students without the metacognitive awareness needed for independent practice.

To avoid these pitfalls, adopt a deliberate approach to modelling: slow down your demonstrations, verbalise every decision you make, and check for understanding at key intervals. Consider recording yourself modelling a task to identify unconscious shortcuts you might take. Most importantly, think aloud consistently throughout your demonstration, making your invisible thought processes visible to students. This explicit instruction ensures that modelling becomes a powerful scaffold for student learning rather than a missed opportunity.

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From Modelling to Independent Practice: The Gradual Release Framework

Effective modelling must be followed by a carefully structured transition that gradually shifts responsibility from teacher to student. Pearson and Gallagher's gradual release of responsibility model provides a proven framework: "I do, we do, you do together, you do alone." This progression ensures students receive appropriate support at each stage whilst building towards independent mastery of the skill or concept.

The guided practice phase proves particularly crucial, as students attempt the task with immediate teacher feedback and support. During this stage, teachers should circulate actively, observing student attempts and providing specific, corrective guidance. Common misconceptions often emerge here, offering valuable teaching moments that reinforce the original modelling. John Sweller's cognitive load theory demonstrates why this scaffolded approach works: by maintaining appropriate challenge levels, we prevent cognitive overload whilst building student confidence.

The final transition to independent practice should only occur when students demonstrate consistent success during guided work. Teachers can assess readiness through techniques such as exit tickets, peer explanations, or brief individual conferences. Remember that different students will progress at varying rates, so consider providing additional modelling or extended guided practice for those who need it, whilst allowing ready students to progress independently.

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Frequently Asked Questions

What is modelling in teaching?

Modelling in teaching involves showing students how to approach a task or concept by thinking aloud, demonstrating steps, and making invisible processes visible. It helps reduce cognitive load, builds confidence, and provides clear learning objectives.

How do I implement modelling in the classroom?

To implement modelling, first demonstrate a task or concept step-by-step while thinking aloud. Then, guide students through the process, encouraging them to participate and ask questions. Finally, provide opportunities for independent practice.

What are the benefits of modelling in teaching?

Modelling helps students understand complex tasks by breaking them down into manageable steps. It reduces cognitive load, builds confidence, and supports collaborative learning, providing a clear template for success.

What are common mistakes when using modelling?

Common mistakes include failing to make thinking processes visible, rushing through the demonstration without sufficient explanation, and not providing enough opportunities for independent practice. It's also important to ensure that students are paying attention.

How do I know if modelling is working?

To determine if modelling is effective, observe students' engagement and understanding during the demonstration. Check for retention by asking them to repeat or explain the steps. Additionally, assess their performance on independent tasks to see if they have successfully applied what was modelled.

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Conclusion

Modelling is more than just showing; it's about illuminating the often-hidden pathways of thought and action. By consciously demonstrating our processes, we provide students with a tangible framework for their own learning journey. It’s about explicitly verbalising the 'how' and 'why' behind our actions, turning abstract concepts into concrete, understandable steps. When we, as educators, embrace modelling, we're not just teaching; we're helping students with the tools to become confident, capable, and independent thinkers.

Therefore, integrating modelling as a core teaching strategy can significantly enhance learning outcomes and creates a classroom environment where students feel supported and encouraged to take risks, experiment, and ultimately, succeed. It is a powerful investment in their future, equipping them with skills and understanding that extend far beyond the classroom walls.

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Begin implementing effective modelling by selecting a specific lesson where you can demonstrate the complete thinking process from start to finish. Focus on making your internal dialogue explicit, explaining not just what you are doing but why you are making particular choices. For instance, when modelling essay writing, verbalise how you select evidence, structure arguments, and revise sentences for clarity. This explicit instruction helps students understand the cognitive steps involved in complex tasks.

Collaborate with colleagues to observe each other's modelling techniques and share successful strategies across your department or school. Consider creating a brief reflection checklist to evaluate your modelling sessions: Did students understand the key steps? Were thinking processes made visible? What questions arose that suggest areas for further modelling? Regular practice and adjustment of your approach will strengthen this essential classroom practice.

Ultimately, effective modelling transforms teaching from telling students what to do to showing them how expert practitioners think and work. This teaching strategy bridges the gap between teacher knowledge and student understanding, creating clearer pathways for learning success.

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Further Reading

• 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.