What does this mean?
As the ‘expert in the room’, teachers use explanation and instructional teaching in a way that connects with prior knowledge, takes account of cognitive load, and makes abstract ideas concrete.
Teachers use live modelling in a way that helps unpack the thought process of an expert (including metacognitive talk), guiding students (then inviting them to be the guides) through the process before they try themselves.
Teachers may also use comparative modelling of pre-prepared models (of their own or from students) for deconstruction and critique.
What might this look like in practice?
Teachers might use elements of 'story-telling' in their expert explanations - we know that stories are 'psychologically privileged' (see Daniel Willingham HERE) and using aspects of storytelling can be powerful in embedding explanations into memory...
Expert explanation is supported with appropriate audio and visual resources which reflect an understanding of cognitive load theory and the limited resources available in terms of working memory.
Expert explanation might involve using concrete examples to help make abstract models accessible and relatable
Expert explanation will include explicit vocabulary instruction that encourages students to be word-conscious and to develop word depth as well as word breadth (See our literacy and oracy support pages HERE)
Live modelling creates opportunity for rich metacognitive talk, where teachers 'narrate the thinking' as they model -live - in front of the students. This helps students understand how an expert plans and selects appropriate strategies.
The 'backward fading' from teacher modelling with worked examples ("I do") through to completing problems together in small steps ("We do") and onto independent practice to develop automaticity and fluency ("you do") are carefully sequenced to in order to balance challenge and mastery, taking into account cognitive load at each stage.
Teachers set the standards with examples of excellence. Students are engaged in the process of deconstructing/ peer-assessing this work in order to co-construct a shared understanding of what success will look like, and the journey to get there.
What other resources are worth looking at?
The 'I do, we do, you do' model for live modelling - HERE
Modelling - how, why and what can go wrong? HERE
The power of story-telling in explanation... HERE
Materials from the Learning Scientists on the use of Concrete Examples HERE
More on cognitive load theory and it's implications in the classroom HERE
Who has been working on this at Richard Challoner?
Inquiry Questions/ Themes from the Learning Communities...
NCA/ HM - Silent modelling to reduce cognitive load - make them concentrate on the most important thing (2018-19)
NM/ HMC/ RC - How much teacher talk is too much?! (2018-19)