Instrumentation in

MathematicsGroup 6

Explicit Teacher

Modelling

I. Introduction• The purpose of explicit teacher modeling is to

provide students with a clear, multi-sensory model of a skill or concept. The teacher is the person best equipped to provide such a model.

• Explicit teacher modeling is most effective when combined with two additional instructional strategies. Before Explicit Teacher Modeling, you should build meaningful student connections between what students already know and what they are going to learn through an advanced organizer.

I. Introduction

• Scaffolding instruction after you have explicitly modeled the concept/skill at least three times provides students the opportunity to demonstrate what they have learned while receiving immediate feedback from the teacher.

II. DescriptionWhat is this strategy?

• Teacher both describes and models the math skill/concept. Teacher clearly describes features of the math concept or steps in performing math skill. Teacher breaks math concept/skill into learnable parts.

II. DescriptionWhy use this strategy?

• Teacher as model makes the concept/skill clear and learnable. High level of teacher support and direction enables student to make meaningful cognitive connections. It provides students who have attention problems, processing problems, memory retrieval problems, & metacognitive difficulties an accessible "learning map".

II. DescriptionWhat are the parts of the said strategy?There are eight essential components of explicit instruction:

1. Concept/skill is broken down into critical features/elements.

2. Teacher clearly describes concept/skill.3. Teacher clearly models concept/skill.4. Multi-sensory instruction (visual, auditory, tactile,

kinesthetic)5. Teacher thinks aloud as she/he models.6. Teacher models examples and non-examples.7. Cueing8. High levels of teacher-student interaction

III. Classroom Application

How do I implement the strategy?

1. Ensure that your students have the prerequisite skills to perform the skill.

2. Break down the skill into logical and learnable parts (Ask yourself, "what do I do and what do I think as I perform the skill?").

3. Provide a meaningful context for the skill (e.g. word or story problem suited to the age & interests of your students).

III. Classroom Application

How do I implement the strategy?

4. Provide visual, auditory, kinesthetic (movement), and tactile means for illustrating important aspects of the concept/skill (e.g. visually display word problem and equation, orally cue students by varying vocal intonations, point, circle, highlight computation signs or important information in story problems).

5. "Think aloud" as you perform each step of the skill (i.e. say aloud what you are thinking as you problem-solve).

III. Classroom Application

How do I implement the strategy?

6. Link each step of the problem solving process (e.g. restate what you did in the previous step, what you are going to do in the next step, and why the next step is important to the previous step).

7. Periodically check student understanding with questions, remodeling steps when there is confusion.

III. Classroom Application

How do I implement the strategy?

8. Maintain a lively pace while being conscious of student information processing difficulties (e.g. need additional time to process questions).

9. Model a concept/skill at least three times before beginning to scaffold your instruction.

Thank You!Noel Anthony Abantao

Jesie AstorgaGladys Bergula