FEATURE
HOW MODELLING CAN SUPPORT LEARNERS Josh Crossman explains the modelling approach: by demonstrating a new concept, teachers can both support their learners and develop their own understanding of the key skills and materials being introduced hen giving learners the opportunity to use new skills or software, it is important to show them how first. Teachers can demonstrate a new concept by using a recorded video, or by modelling it for the learners. Modelling is an instructional teaching strategy in which a teacher demonstrates a new skill or approach to learning. Teachers first model the task or skill for learners, and then learners begin the task and work through it at their own pace. Schools use modelling across various disciplines, such as writing, handwriting, mathematical strategies, and science experiments. It’s a powerful strategy that can be used across many different subjects, and computing is no different. As we have been developing units for the Teach Computing Curriculum (TCC) (helloworld.cc/tcc), we have reflected on the
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tried and tested techniques that help make computing lessons a success. In this article, I will share some of our top tips for modelling.
Improved confidence
Perhaps the biggest benefit of modelling is the confidence and competence that teachers gain from using the software. In the TCC Year 6 (ages 10 to 11) ‘3D modelling’ unit, learners are shown how to create a 3D shape and change the viewing angle in the 3D modelling software Tinkercad (helloworld.cc/3Dmodelling). Teachers who are new to 3D modelling may not have come across changing the viewing angle before. Through prelesson preparation, and of course, through using the software when modelling, teachers may encounter misconceptions, errors, and perhaps shortcuts that the learners might make in
their own use. For example, in Tinkercad, teachers can click on the viewing cube to jump to different views. As their own confidence improves, supporting the learners with their errors or misconceptions will become easier.
Thinking aloud
If teachers provide a monologue — or think aloud — as they model, learners get the opportunity to observe expert thinking that they wouldn’t usually have access to. It allows learners to follow more closely what the teacher is doing and why they are doing it. More precisely, it can reduce the extra cognitive load of having to deconstruct each step for themselves (see page 20 for more about cognitive load theory). As teachers know their own learners best, they can tailor the language they use when modelling, to make it as beneficial as possible for their particular learners. This ensures that teachers can meet their learners’ needs in a more targeted way.
Greater freedom
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The Big Book of Computing Pedagogy
Questioning is a key part of modelling — this includes both the teacher’s questioning of their learners to draw out understanding, and the learners’ questioning of the skills and processes the teacher is using. Modelling can enable teachers to give context to their answers to the questions, ensuring they are able to show alongside the tell. This will help to make their answers more visual and concrete. Additionally, the freedom of modelling ensures that teachers are able to meet