"Changes in People that Result from Observing the Actions of Others"
(Eggen and Kauchak's, 2013).
Theory of Modeling as an Instructional Strategy |
Benefits with Modeling |
Research has shown that modeling is an effective instructional strategy. It allows students to observe the teacher's thought process and learn from it. During this strategy, teachers engage students in imitation of behaviors that encourage learning (Coffey, 2015). It is a way to teach the rules of the classroom . "Most human behavior is learned observationally through modeling: from observing other one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for action" (Coffey, 2015). Modeling is a key element of social cognitive theory.
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The video to the left gives many examples from different teachers on how they model to their classroom. Throughout the entire 14 and a half minutes, there are several different teachers explaining what they teach and how they use the modeling strategy with it.
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Types of Modeling
Disposition Modeling: Teachers and students convey personal values or ways of thinking. This type of modeling is important for facilitating the development of character and community. Teachers can model desired characteristics by setting high expectations (Coffey, 2015).
Task and Performance Modeling: Occurs when the teacher demonstrates a task students will be expected to do on their own. Generally this type of modeling comes from activities. It is for students to observe what is expected of them and become more comfortable with the instructions (Coffey, 2015).
Metacognitive Modeling: Demonstrates how to think in lessons that focus on interpreting information, analyzing statements, and making conclusions. Particularly helpful during a multiple step problem/question (Coffey, 2015).
Modeling as a Scaffolding Technique: Teachers first model the task for students, and then students begin on their own at their own pace. Teacher may need to model it multiple times (Coffey, 2015).
Student- Centered Modeling: Teachers call on students to model behaviors or processes. Students who have mastered concepts of learning outcomes are chosen to model in front of their peers. This technique engaging the students more when it is student-centered (Coffey, 2015).
Task and Performance Modeling: Occurs when the teacher demonstrates a task students will be expected to do on their own. Generally this type of modeling comes from activities. It is for students to observe what is expected of them and become more comfortable with the instructions (Coffey, 2015).
Metacognitive Modeling: Demonstrates how to think in lessons that focus on interpreting information, analyzing statements, and making conclusions. Particularly helpful during a multiple step problem/question (Coffey, 2015).
Modeling as a Scaffolding Technique: Teachers first model the task for students, and then students begin on their own at their own pace. Teacher may need to model it multiple times (Coffey, 2015).
Student- Centered Modeling: Teachers call on students to model behaviors or processes. Students who have mastered concepts of learning outcomes are chosen to model in front of their peers. This technique engaging the students more when it is student-centered (Coffey, 2015).
Suggestions for Using Modeling in the English Classroom: Practical Uses
Writing: Helps students improve. Writing is abstract modeling to go through revisions or editing makes the process more concrete for the students (Miska, 2004).
Reading: Using post-it notes to comment on papers. Also showing students we struggle as educators as well gives them more comfortableness and builds trust as we model honestly and openness (Miska, 2004).
Projects: Show student's samples from over the years (Miska, 2004).
Discussion: Fishbowl discussions (have class observe a small group discussion with the help of teacher (Miska, 2004).
Class Activities: Show students what we value in an activity. They will catch onto the enthusiasm (Miska, 2004).
Attitudes/Behaviors: "Treat others as we want to be treated". Modeling enthusiasm, kindness, honesty, and optimistic attitudes in our classrooms will have a positive impact on the students as well (Miska, 2004).
Reading: Using post-it notes to comment on papers. Also showing students we struggle as educators as well gives them more comfortableness and builds trust as we model honestly and openness (Miska, 2004).
Projects: Show student's samples from over the years (Miska, 2004).
Discussion: Fishbowl discussions (have class observe a small group discussion with the help of teacher (Miska, 2004).
Class Activities: Show students what we value in an activity. They will catch onto the enthusiasm (Miska, 2004).
Attitudes/Behaviors: "Treat others as we want to be treated". Modeling enthusiasm, kindness, honesty, and optimistic attitudes in our classrooms will have a positive impact on the students as well (Miska, 2004).
This video shows how the teachers energy and excitement clearly affected the students. By her modeling her emotions it relaxed the students and made them excited to pass the text rather than be made they are taking it.
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Writing Standard
CCSS.ELA-LITERACY.W.6.7
Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
Any writing standard would work with this method. Teachers can decide what they are modeling and what they want the students to do. I chose this one because it is the most broad and whatever question the teacher presents this is the standard that would follow the strategy.
CCSS.ELA-LITERACY.W.6.7
Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
Any writing standard would work with this method. Teachers can decide what they are modeling and what they want the students to do. I chose this one because it is the most broad and whatever question the teacher presents this is the standard that would follow the strategy.