Model Assignment or Skill
Overview
Observing thought processes and expected behaviors also helps students feel supported in their learning.
Example: Use This Strategy In in the Classroom
Design It into Your Product
Use It in Your Classroom
Watch a kindergarten teacher model his thinking while reading a story aloud. He shows how he arrived at his questions and how asking questions is important when reading. Students then try the strategy out with a partner, allowing them to also practice their Social Awareness and Relationship Skills.
Design It into Your Product
Learn how an assistive reading app, the Sounding Out Machine, uses modeling to support learners’ Decoding skills. By hearing how to break down unfamiliar words, learners develop Phonological Awareness and Auditory Processing skills.
Additional Resources
Additional examples, research, and professional development. These resources are possible representations of this strategy, not endorsements.
Factors Supported by this Strategy
More Teacher Modeling and Support Strategies
Teachers can support language development by using and providing syntax that is appropriately leveled (e.g. short, simple structure for young students).
Teachers support language development by using and providing Vocabulary that is appropriately leveled (e.g. using Word Wall words).
Content that is provided in clear, short chunks helps students develop their Working Memory skills.
Maintaining consistent classroom routines and schedules ensures that students are able to predict what will happen next.
Teaching students how to label, identify, and manage emotions helps them learn self-regulation skills.
Attributing results to controllable aspects (strategy and effort) fosters students' beliefs in self.
Learning about students' cultures and connecting them to instructional practices helps all students feel like valued members of the community.
Overtly encouraging all students to ask when they have forgotten something creates a classroom that supports risk-taking and skill development.
Teachers sharing text-to-self, text-to-text, and text-to-world connections models this schema building.
When teachers share their goals and the paths they take to achieve them, they demonstrate that learning involves effort, mistakes, and reflecting.
Talking with students about what they know about the topic of upcoming work helps activate their Background Knowledge or reveals gaps.
Reading aloud regularly exposes students to new and familiar vocabulary and texts.
Reading aloud books about skills children are learning provides another model for their development.
