heart of heartlands lessons

If you have not seen any pictures of last week's MET gala ball, spend some time looking for them (after reading this, of course!) Some of the clothes on show were incredible - a chandelier dress, why not? Banana headpiece, sure. As mad as the outfits on show were, it would not surprise me if a few people popped to B&Q or the greengrocers and we saw them walking down Wood Green high street trying to pull of a similar, if less glamorous version. We observe and we replicate, it is in our nature. Any person we observe and imitate is a model. From the catwalk to TV stars, sports men and women to the teacher at the front of the room, we are surrounded by influencers and we often, without thinking at times, imitate our models. Children especially are prone to this. As they grow they pay attention to the behaviours of the model, encode it and reproduce the behaviours. The famous Bobo doll experiment carried out by Bandura, showed the explicit link between observation, learning and imitation.

It is no surprise then a core pillar of cognitive learning has found its way into classrooms and a key component of great teaching is modelling. We tend to leave the banana headdresses at home but we model to our students every minute of the day: how to present ourselves, how to talk and speak to people appropriately, how to work out a problem. It is nothing new, nor is it anything fancy, weighed down by impracticalities that make implementing it too difficult. Learning through observation is simple, incredibly effective and has stood the test of time. When done efficiently, it reduces misconceptions and boosts students learning so it is something we should always think carefully about.

As seen in the Bobo doll experiment, modelling is sometimes simply seeing before doing and setting outcomes for a task. The idea of exposure shared with us by Remi Adekunle brilliantly showed us this. By using high level language, high quality responses and answers allows us to model to students the outcomes we expect and guides them to the level of work we expect them to achieve. If students hear and see this high level language and work, it is more likely that they will use it themselves.

Modelling utilises direct instruction, as discussed by Adam Seldon. It needs the the teacher to be clear and concise with there instructions so that students and use their expertise to drive the learning forward. Hattie makes clear the low impact of student driven learning and the high impact of direct instruction.

Effective modelling also incorporates other highly effective and highly impactful strategies identified in Hattie's Meta analysis; metacognition, teacher problem solving and worked examples. Tim Frith discussed the I, We, You strategy, which clearly outlines an effective modelling strategy that uses many of these facets of teaching. This idea of live modelling, where your thoughts and processes are ‘thought aloud’ with students whilst you work out a problem for them is incredibly powerful; it shows them it can be done, how it can be done and provides clear steps and success criteria you have taken to get there.

Whether you plan to deconstruct a text, analyse a table or a poem, perform a skill or demonstration, a clear plan is highly recommended. Not only will it ensure that the task remains pacey and reduces student boredom, but it can also give you time to build misconceptions, think carefully about the questions you will ask and consider the starting points of your students. Careful planning should also reduce potential poor behaviour from students.

Without modelling we leave students rudderless at sea, but ff we get it right we can provide direction to students and lift the veil on hidden thinking.

Heartlands High School, Station Road, Wood Green, London, N22 7ST

Contact: Mari Williams, mari.williams@heartlands.haringey.sch.uk | www.heartlands.haringey.sch.uk