Skip to end of metadata
Go to start of metadata
You are viewing an old version of this page. View the current version.
Compare with Current
View Page History
« Previous
Version 40
Next »
What it is
|
What it might look like in the classroom
|
Why it’s important
|
Modeling
Demonstrating a skill, thought process, or outcome that is identified as important to the course or field of study.
|
- Thinking aloud for students re: how you would approach a problem, reading, or question (before asking them to do so on their own in an activity or assignment).
- Showing and discussing examples of successful finished products such as projects, papers, lab reports.
- Having students share with a partner or group their approach to taking notes, keeping up with reading, preparing for discussion and tests, etc.
- Demonstrating the flexibility needed to move between:
- big picture and small picture
- main ideas and supporting details
- procedural and conceptual knowledge
- facts and arguments
|
• Grounds abstract course material and expectations into specific actions which:
• Exposes students to new ways of thinking (especially those common to the field of study).
• Offers beginners structured opportunities to practice new ways of thinking/ acting for themselves.
• Clarifies what successful performance looks like (which can alleviate perceived subjectivity in grading). |