Embedded Files
Overview
Overview
Worked Examples are step-by-step demonstrations of how to complete a task, solve a problem, or apply a concept. They reduce cognitive overload for students by clearly modeling how to think and what success looks like — before asking students to tackle tasks independently.
🎯 Why It Matters
🎯 Why It Matters
Makes complex tasks more accessible by breaking them down
Clarifies expectations with concrete models of quality work
Supports gradual release and explicit teaching
Builds student confidence and self-efficacy
Especially powerful for novice learners or new skills
Don’t just tell them what to do — show them how to do it, step by step.
🧠 Strategy Checklist
🧠 Strategy Checklist
🔹 BEFORE THE LESSON
☐ Identify tasks or concepts that benefit from modeling (e.g., writing, problem-solving)
☐ Prepare clear, accurate examples that highlight each step
☐ Plan to annotate or “think aloud” to explain your reasoning
☐ Develop partially worked examples if appropriate (fading support)
☐ Plan how students will transition from example to practice
🔹 DURING THE LESSON
☐ Present the worked example and explain each step clearly
☐ Use think-alouds to model expert reasoning
☐ Highlight common errors or misconceptions to avoid
☐ Invite students to ask clarifying questions
☐ Transition to guided practice (gradual release: I Do → We Do → You Do)
🔹 AFTER THE LESSON
☐ Provide opportunities for students to revisit worked examples as references
☐ Encourage students to compare their work to the example
☐ Use partially completed examples for practice (students complete missing steps)
☐ Reflect: Did the worked example clarify the concept for all learners?
☐ Adjust or create new examples based on student performance
👀 Look-Fors
👀 Look-Fors
Teacher uses clear, step-by-step modeling with explanations
Worked examples are visible and accessible during practice
Students compare their own work to examples to self-check
Partial examples scaffold students toward independence
Students can explain the steps and reasoning behind the task
📈Continuum of Practice
📈Continuum of Practice
FOUNDATIONAL
Teacher:
Teacher explains tasks but provides limited or vague examples.
EMERGING
Teacher:
Teacher uses some worked examples but modeling may be inconsistent or incomplete.
PROFICIENT
Teacher:
Teacher consistently provides clear, annotated worked examples and models expert thinking.
TRANSFORMING
Teacher:
Teacher uses worked examples strategically — fading steps, using student-generated examples, and encouraging critique.
Student:
Students attempt tasks with guesswork or confusion.
Student:
Students see steps but may struggle to apply them independently.
Student:
Students use examples to guide their practice and understand each step.
Student:
Students confidently apply and adapt worked examples to new contexts.
🗃️ Structures
🗃️ Structures
MODEL PRESENTATION
Show students what success looks like and deconstruct it step-by-step.
I Do, You Watch: Teacher walks through a full example while narrating thought process
Annotation & Highlighting: Highlight key parts of a worked example and explain why they matter
Side-by-Side Comparison: Show strong vs. weak examples and ask students to evaluate the differences
Color-Coding the Process: Visually identify different steps or components (e.g., claim = blue, evidence = green)
SCAFFOLDED PRACTICE WITH PARTIAL EXAMPLES
Bridge the gap between watching and doing by letting students complete partially worked problems.
Faded Examples: Provide part of the example and ask students to complete the next step
Fill-in-the-Gaps: Students identify missing pieces (e.g., what's wrong with this math step? What’s missing in this intro paragraph?)
Error Analysis Tasks: Give an “almost correct” example and ask students to find and fix the error
Paired Walk-Throughs: Partners take turns completing each step of a partially worked example
STUDENT-CREATED EXAMPLES & REVISIONS
Help students move from analyzing others’ work to evaluating and creating their own.
Student Model Gallery Walk: Show anonymous peer examples and have students leave comments or tag strong features
Build-a-Model: Students use sentence frames, step guides, or structured checklists to construct a model response
Revise the Example: Ask students to improve a “meh” example using criteria for success
Reflection Prompts: “What made this a strong example? How can I apply this to my work?”
ENVIRONMENT & ROUTINE
Normalize modeling and analysis as part of daily instruction.
Model Wall: Post updated, annotated examples of writing, problem-solving, or project work
"Let's Break It Down" Routine: Daily habit of deconstructing one sample as a class
Success Criteria Anchors: Build examples around clearly posted expectations or rubrics
Student Model of the Week: Celebrate and analyze a student exemplar in a specific skill area
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