4.+Explicit+Teacher+Modeling

o **How to- give specific steps for strategy implementation:** //Explicit teacher modeling is designed to show students the proper way to think. Most teachers use this strategy without even noticing that they are using it. MathVIDS states that the purpose of explicit teacher modeling is to “provide students with a clear, multi-sensory model of a skill or concept.” There are eight requirements to ensure success in implementing this strategy. The first step is **breaking down the concept** into critical elements or steps. This will provide specific instruction to students so they will know exactly what procedures to follow when trying to execute the assigned task. After **giving specific instructions** on how to complete the task, the instructor must show the student exactly how they should go about completing all these steps. The instructor will **demonstrate each step and give a clear and concise description** of exactly what he/she is doing. It is important that the teacher thinks aloud as they complete these actions. **Thinking aloud** involves saying exactly what you are thinking as you are completing the assignment, stating every little assumption and step that you use to lead you to a conclusion. **Enthusiasm** is always an important element in keeping students interested in the classroom and is even more important when using explicit teacher modeling. Using **cues** throughout the lesson will keep students awake and aware of what is going on and will help them later to remember the steps. The final requirement for effective modeling is using the **multiple intelligences and learning styles**. By appealing to kinesthetic, visual, and auditory learners, teachers and students will stay focused by introducing the same concept in a different scope.//
 * **Name of Strategy:** // Explicit Teacher Modeling //

§ **Language Arts:** This strategy would be best implemented when describing how to outline a research paper and also how to develop an entertaining storyline. The professor can set up the basic five paragraph outline at first. Provide the overarching topic for the paper. Ask themselves aloud, “What are my main arguments?” After procuring three or more main arguments, the teacher may then ask aloud, “So, what facts to I have to support my arguments?” This will greatly aid students in the successful outline of a research paper. When developing a plot for a story, a teacher may ask themselves, “What is the main idea I want my readers to see?” Questions such as these are very helpful in aiding student creativity. § **Social Studies:** In social studies, I believe the best time to implement this strategy is when dealing with different forms of government or different religions. You can assign students different religions or forms of government and ask them to answer questions based on that religion. § **Mathematics:** Mathematics is probably the easiest subject in which to integrate modeling into any lesson. Every time a new mathematical concept is introduced the teacher must first model the steps of solving the problem. He/She must then have students repeat the process multiple times to make sure each student has a full grasp of the process. Thinking aloud is critical in a math classroom. When learning complicated concepts, such as geometrical proofs, thinking aloud can be one of the only ways to help a student understand why and how you arrive at the correct answer. § **Science:** In a chemistry classroom, constructing chemical formulas and drawings of different compounds can prove to be quite difficult. When constructing a model of a glucose molecule for example, think aloud to students about the bonds represented in the glucose formula. Students should know the chemical formula will be C6H12O6. Describe the processes of the double bond for the hydrogen and how you know that the construction of glucose looks the way it does. According to MathVIDS, this strategy will be most effective when it is combined with additional strategies. The first step in successfully implementing explicit teacher modeling is to build a meaningful relationship with your students. This creates a safe learning environment. According to Dr. Bruce Perry, as a child grows, active learning slows down and students become less engaged. “ Optimal learning is a driven by curiosity, which leads to exploration, discovery, practice, and mastery (Perry, 2011). By creating the kind of environment where students feel safe enough to explore their learning, the teacher has opened the door to countless educational opportunities. After creating that environment, explicit teacher modeling allows the teacher to make the skill very clear to the student. The higher level of support provided by the teacher ensures optimal learning as the students can then “make meaningful cognitive connections (FCIT, 2011).” After demonstrating the skills, instructors should implement the scaffolding technique to build on the acquired skills.
 * **When to-implement in content area (provide specific justification)**
 * **Research and references that supports the “effective instruction” label for this strategy**
 * **Benefits**
 * Students are shown exactly how to think and execute all mental processings of a skill.
 * Creates a closer relationship between the instructor and the student by requiring intense interactions between the pair.
 * Provides formative assessment of students throughout lessons by implementing a check and go format. (After describing concept, ask students to model it back to you to see if they truly understand.)
 * **Drawbacks**
 * Some students will refuse to pay attention to the modeling process and therefore, may not grasp the content.
 * Students may also become accustomed to having problems solved for them and expected to be prompted with what to do next for every problem they must solve.
 * **Learning styles, modalities, intelligences, or abilities addressed**
 * Visual Learners have the advantage of being able to see something being done and immediately repeat the process with little to no effort. With explicit teacher modeling, teachers are extremely interactive with the students, therefore facilitating better learning for all learning styles and abilities.
 * **Ways to assess the teaching/learning connection**
 * Students should recreate what they have seen the teacher modeling. A one-on-one evaluation of the student would benefit both the instructor and the student.
 * Have the student orally explain the thought processes they are using to complete a task. Evaluating students in this way will assist the instructor in knowing how the student is processing the information as well as let the student know what areas they should work on for situations in the future.
 * **Classroom management considerations**
 * If modeling a concept on the whiteboard, often the instructor’s back is turned to the class. This is always advised against.
 * Student engagement can dwindle, especially with a large class size if instruction time is taken up solely by the instructor lecturing and modeling. Engage students by asking questions throughout the lesson and having some sort of awards system to give students incentive to be engaged and learn the content.



[] Allsopp, D.H., & Kyger, M. (2000). MathVID manual: Effective instructional strategies for students who have math learning problems. Richmond, VA: Virginia Department of Education.