Live modelling

Scripting and planning for error

What

EDI phase 3: Guided Practice

  • Intellectually prepare: reduce your cognitive load when modelling by preparing beforehand the steps you will demonstrate. Prepare CFU questions to ask during key points during the modelling. Plan ahead for common misconceptions you will highlight when modelling.
  • I do: enforce SLANT - all should track you in this phase. Narrate your thinking as you show each step and BSL. CFU after each step.
  • We do: scaffold a second example for students to attempt with your guidance. Allow students to practise the steps you modelled during the ‘I do’ phase. Combine whole class response systems like mini whiteboards and cold call to check for understanding.
  • You do: the ‘you do’ task should be a checking for understanding task - have they understood what you modelled? You should ascertain this by combining whole class response systems like mini whiteboards with cold call to increase ratio.
  • We do, you do loop: if you ascertain they have not all understood what you modelled, loop back to the ‘we do’ phase and remodel and reteach.

Why

The best way to teach pupils how to put down their ideas on paper or to solve a problem is to do it yourself. When we’re on a journey, we need to show them how to get to their destination. It’s no good just telling them.

Making mistakes, unintentionally or otherwise, is one of the powerful aspects of live modelling. We need to show our pupils that we too are not immune to getting things wrong. If we don’t, how are they ever going to learn that failing and picking yourself up is a vital step on the road to making genuine progress?

Live model and plan for error

  • Increase the likelihood that you will recognise and respond to errors by planning for common mistakes in advance (3.4)
  • Live modelling is more about the journey than the destination - narrate your thought process.
  • Plan ahead. Pretend it’s live. They won’t know.

 

High Frequency Errors

  • Allowing the split attention effect (students copy whilst teacher talks)
    • ‘3, 2, 1 SLANT. The next part is very important as I will be explaining the process of Phase 1 the best possible start. What you’re about to hear is gold dust so I need everyone to be paying attention because you will need this in the independent phase. You will get a chance to ask questions at the end.’
  • Not tackling high frequency errors head on
    • Loads of teachers make the mistake of forgetting to dangle the hope of a Golden Ticket at the start of the lesson. Don’t make that mistake. Promising the hope of rewarding effort motivate students to do the right thing in your lesson and avoids off task behaviour before it even happens.
  • Not planning questions ahead of time
  • Taking eyes off the students throughout
  • Not chunking large bits of information/process
    • Only when I say go and not a second before, in silence, you will draw the first two stages so far, just like I’ve done. You have 39 seconds. Ready? Go!
    • 3-2-1 SLANT. Turning to the person next to you, you will use your finger to trace over your image, describe what should take place in the first two steps of phase 1. Here’s an example. [demonstrate finger tracing] Ready, go!
  • Not checking for understanding throughout

 

What A Good One Looks Like

 

 

We love how Keila...

  • verbalises her thought process
  • chunks the information
  • avoids split attention effect - they remain in SLANT

 

Key takeaways

  • Verbalise your thought process
  • Chunk the information
  • Avoid split attention effect - use SLANT
  • Plan for error
  • Save your live models - have a visualiser book!

 

Take the quiz to complete module 7!

Live modelling - scripting and planning for error

 

Key reading