Maybe this seems like a “crazy” image of modelling on a catwalk – and still it got your attention – great modelling, as part of explicit instruction should do that, in whatever topic, whatever curriculum and whatever grade you “dress up” in – get your students attention, show them how to learn – and they will likely learn!
I started in education a while ago, and one of the first theories I was presented with was constructivism or discovery learning. I found this quite challenging, as I started in teaching because one of my children was having difficulty learning to read – so my first hand experience had already told me that this way of teaching and learning doesn’t work for everyone…
Later, interestingly, I learned about explicit instruction when my special education studies began – and this rang true for me – it was how I had learned so many skills during my life, from riding a bike, to making a cake, and driving a car. Back then, I was told to read Rosenshine & Stevens (1986, Teaching Functions), and this was called explicit teaching or effective instruction. And, that’s stuck with me ever since – maybe I’m showing my age here?
Since then, it has been renamed by different authors and teachers – so many different labels for the same content, the same effective strategies! This has become part of my life as an educator – if it’s not a curriculum update then it’s another researcher coming up with the same ideas and giving these a new name?
Today, in education and in research, you might read about this as the Gradual Release of Responsibility – and this is NOT something new – it’s exactly the same as Rosenshine & Stevens, with a new name!
Another, easier to remember naming of these strategies, would be:
I do, we do, you do!
That’s sweet and simple to remember – and I do like it – and it’s exactly the same too! So, maybe give this a try in your classroom, and see if it might work for you? I've got more to say on this, so this theme will continue in a day or so, stay tuned for more!