Learning from modelling by others

Modelling can be a powerful way of scaffolding learning, provided that the underpinning theory is well understood by the learner. This can be achieved by:

• “thinking out loud” – the person doing the modelling articulates the thinking going on inside his or her head;
• accompanying modelling with rich learning conversations that help learners understand the complexity of a new approach (Timperley et al., 2007).

Poglinco and Bach (2004) conducted research that affirmed that modelling is an essential part of the role of a coach. Of all the techniques a coach may employ, they found that modelling is the one most likely to result in teachers “buying in” to new instructional techniques, modifying their practices, and adhering to the instructional delivery formats.

Loughran (2006) points out that modelling “means teaching about two things simultaneously: the content under consideration and the teaching employed to convey that content” (page 42). He argues that the purpose should be to open up the problematic nature of teaching: in conversations around modelling, participants should focus on the complexities of the unfolding pedagogical situation. In this way, modelling provides a way of making tacit knowledge-of-practice explicit.

Case 2: Becoming a Pedagogical Leader

In this case, Jo Helby refers to her realisation that she needed to model the teaching of literacy to her colleagues. The case reveals Trevor’s use of modelling as a coaching strategy to support Jo to develop her understanding of what effective literacy teaching looks like, and to build her confidence in practising modelling herself.

When Jo and Trevor discussed the use of modelling, Jo commented on the importance for a teacher of seeing how literacy strategies could be used in her class of arts students (see video Clip 2).

According to Trevor, modelling has two main advantages (see video Clip 3):

• it “brings to life” the ideas in research materials so that teachers can see what those ideas look like in the context of the classroom;
• it provides professional learning for the person doing the modelling as they increase their proficiency as teachers and become more active problem solvers.

Recommended reading

Ministry of Education (2003 and 2006). Effective Literacy Practice in Years 1 to 4 and Effective Literacy Practice in Years 5 to 8. Wellington: Learning Media.
These books describe the use of modelling as an instructional strategy in literacy teaching in years 1–8 and illustrate alternative approaches to those discussed above in Case 2, where the context is years 9–13.

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