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|| What it is || What it might look like in the classroom || Why it's important ||
| h6. *Modeling*
Demonstrating a skill, thought process, or outcome that is identified as important to the course or field of study. \\ | * Thinking aloud for students re: how you would approach a problem, reading, or question (before asking them to do so on their own in an activity or assignment).
* Showing and discussing examples of successful finished products such as projects, papers, lab reports.
* Having students share with a partner or group their approach to taking notes, keeping up with reading, preparing for discussion and tests, etc.
* Demonstrating the flexibility needed to move between: \\
\- big picture and small picture \\
\- main ideas and supporting details \\
\- procedural and conceptual knowledge \\
\- facts and arguments | Grounds abstract course material and expectations into specific actions which: \\
* Exposes students to new ways of thinking (especially those common to the field of study). \\
* Offers beginners structured opportunities to practice new ways of thinking/ acting for themselves. \\
* Clarifies what successful performance looks like (which can alleviate perceived subjectivity in grading). |
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