The Early Career Framework states that teachers should learn how to... Model effectively, by narrating thought processes when modelling to make explicit how experts think (e.g. asking questions aloud that pupils should consider when working independently and drawing pupils’ attention to links with prior knowledge). Classroom Practice (Standard 4 – Plan and teach well structured lessons).
Effective teaching often requires educators to model processes, skills, and strategies to help pupils understand how to approach tasks independently. Modelling is a powerful tool, but its impact can be significantly enhanced when teachers narrate their thought processes aloud. By doing so, teachers make explicit how experts think, guiding pupils through the cognitive steps involved in problem-solving, decision-making, and the application of knowledge. This blog post will explore how to model effectively by narrating thought processes, providing strategies to engage pupils in critical thinking and linking new learning with prior knowledge. Drawing on academic research, we will also examine the benefits of this approach and offer practical tips for teachers.
The Importance of Modelling in Teaching
Modelling is a cornerstone of effective teaching, providing pupils with a clear example of how to perform a task or apply a concept. According to social learning theory, proposed by Albert Bandura (1977), individuals learn by observing others. In the classroom, when a teacher models a process, pupils observe not only the steps involved but also the underlying thought processes. This observation helps pupils to internalise the strategies and approaches used by the teacher, which they can then apply independently.
However, the effectiveness of modelling is greatly enhanced when teachers make their thought processes explicit. This involves verbalising the cognitive steps, decisions, and considerations that experts make when engaging in a task. By doing so, teachers demystify complex processes, making them more accessible to pupils.
Why Narrating Thought Processes Matters
When teachers narrate their thought processes, they provide pupils with a window into the expert mind. This is crucial for several reasons:
Making Invisible Processes Visible: Many of the cognitive processes involved in problem-solving or decision-making are invisible to pupils. By narrating these processes, teachers make the thinking explicit, helping pupils to understand not just what to do, but how to think about what they are doing.
Developing Metacognitive Skills: Narrating thought processes encourages pupils to think about their own thinking, a skill known as metacognition. Metacognitive skills are critical for independent learning, as they enable pupils to monitor, evaluate, and adjust their approach to tasks (Flavell, 1979).
Scaffolding Learning: Narrating thought processes provides a form of cognitive scaffolding, supporting pupils as they learn new concepts or skills. As pupils become more proficient, the teacher can gradually reduce this scaffolding, encouraging greater independence.
Linking to Prior Knowledge: Effective modelling involves drawing connections between new content and prior knowledge. By narrating these connections, teachers help pupils to integrate new information with what they already know, facilitating deeper understanding.
Strategies for Effective Modelling through Narration
To model effectively by narrating thought processes, teachers should consider the following strategies:
Verbalise Cognitive Steps: As you model a task, verbalise each cognitive step involved. For example, if you are solving a mathematical problem, explain why you choose a particular method, how you interpret the problem, and what calculations you need to perform. This helps pupils to understand the sequence of steps and the reasoning behind them.
Example: "Let's look at this equation. First, I notice that it's a quadratic equation because it has a squared term. My goal is to factorise it, so I need to find two numbers that multiply to give me the constant term and add to give me the coefficient of the middle term..."
Ask Questions Aloud: Pose questions to yourself as you work through the task, modelling the types of questions that pupils should consider when working independently. These questions should prompt critical thinking and self-reflection.
Example: "What do I already know about this topic that might help me here? If I try this approach, will it lead me closer to solving the problem, or do I need to rethink my strategy?"
Highlight Decision Points: Draw attention to key decision points where you need to choose between different strategies or approaches. Explain the factors that influence your decision and why you choose one approach over another.
Example: "At this point, I have two options: I can either simplify this fraction now or wait until later. I'll simplify it now because it will make the next steps easier and reduce the chance of making errors later on."
Make Connections to Prior Knowledge: Explicitly link the current task to prior knowledge or previous lessons. This helps pupils to see how new learning builds on what they already know, reinforcing their understanding.
Example: "Remember when we talked about the distributive property in algebra? We're going to use that same property here to expand this expression. This is just like what we did last week, but now we're applying it in a slightly different context."
Model Error-Detection and Correction: Deliberately make a mistake and then model how to detect and correct it. This not only teaches pupils that making mistakes is a natural part of learning but also shows them how to identify and fix errors independently.
Example: "Oops, I see I've made a mistake here. I added these two numbers incorrectly. Let me go back and check my work. Ah, I see what went wrong—let's correct that and move forward."
Use Think-Alouds: Think-alouds involve verbalising your thoughts as you engage in a task, providing a running commentary on your cognitive processes. This technique is particularly effective for reading comprehension, problem-solving, and writing tasks.
Example: "As I read this passage, I'm trying to infer what the author means by 'the turning point.' I'm thinking about how the events leading up to this moment have changed the direction of the story..."
Encourage Pupil Participation: Involve pupils in the modelling process by asking them to predict the next step, answer questions, or suggest strategies. This active engagement reinforces learning and encourages pupils to think critically about the task.
Example: "What do you think we should do next? Should we add or multiply these numbers? Why do you think that?"
Applying Modelling and Narration Across Subjects
The principles of effective modelling and narration can be applied across a wide range of subjects. Below are examples of how these strategies can be used in different areas of the curriculum:
Mathematics: In mathematics, modelling and narrating thought processes can be used to teach problem-solving strategies, such as how to approach word problems, how to select appropriate mathematical operations, or how to check the reasonableness of an answer.
Example: When solving a word problem, the teacher might say, "First, I'm going to identify the key information in the problem. I need to know what the problem is asking me to find. Next, I'll decide which operation to use based on this information. Since the problem involves finding the total, I'll use addition..."
English: In English, think-alouds can be used to model reading comprehension strategies, such as making inferences, identifying the main idea, or analysing character motivations.
Example: While reading a passage aloud, the teacher might say, "I notice that the author uses a lot of descriptive language here. This makes me think that the setting is really important to the mood of the story. I'm going to pay attention to how the setting influences the characters' actions..."
Science: In science, modelling and narration can be used to demonstrate how to conduct experiments, analyse data, or apply scientific concepts to real-world situations.
Example: When setting up an experiment, the teacher might explain, "I'm measuring the volume of water carefully because it's important to have accurate data. If I don't measure accurately, my results might be unreliable, and that could affect my conclusions..."
History: In history, teachers can model how to analyse primary sources, compare different historical perspectives, or construct a coherent argument based on evidence.
Example: While analysing a historical document, the teacher might say, "I'm looking at the source of this document to understand its context. Knowing who wrote it and when it was written helps me to assess its reliability and bias. I'm also thinking about how this document fits with what we already know about the period..."
Art: In art, modelling can involve demonstrating techniques, such as shading or perspective, while narrating the decisions and considerations that guide the artistic process.
Example: While demonstrating a drawing technique, the teacher might explain, "I'm using light, short strokes here because I want to build up the shading gradually. This will help me create a more realistic effect. I'm also thinking about the direction of the light source, which will influence where the shadows fall..."
The Impact of Narrated Modelling on Pupil Learning
Research supports the effectiveness of narrated modelling in enhancing pupil learning. Studies have shown that when teachers verbalise their thought processes, pupils gain a better understanding of how to approach tasks and are more likely to develop independent problem-solving skills (Swanson & De La Paz, 1998). This approach also fosters metacognition, helping pupils to become more aware of their own thinking processes and to apply these skills across different contexts (Hartman, 2001).
Additionally, narrated modelling has been found to improve pupils' ability to transfer knowledge and skills to new situations. By making the cognitive processes involved in problem-solving explicit, teachers provide pupils with a framework that they can apply independently, increasing their confidence and competence in tackling unfamiliar tasks (Collins, Brown, & Newman, 1989).
Challenges and Considerations
While narrated modelling is a highly effective teaching strategy, it is not without its challenges. Teachers must be mindful of the following considerations:
Cognitive Load: Narrating thought processes can add to the cognitive load on pupils, particularly if the task is complex or the narration is too detailed. To manage cognitive load, teachers should keep their explanations clear and concise, focusing on the most critical steps and decisions.
Pupil Engagement: Keeping pupils engaged during narrated modelling can be challenging, especially if the task is lengthy or requires sustained concentration. To maintain engagement, teachers should involve pupils in the process by asking questions, encouraging predictions, and inviting pupils to contribute their ideas.
Scaffolding: Narrated modelling is a form of scaffolding, and like all scaffolding, it should be gradually reduced as pupils gain proficiency. Teachers need to be attentive to when pupils are ready to take on more responsibility for their own learning and should adjust their level of support accordingly.
Differentiation: Pupils have varying levels of prior knowledge and cognitive abilities, which can affect how they respond to narrated modelling. Teachers should differentiate their approach by providing additional support for pupils who need it, while challenging more advanced pupils to think more critically or take on more complex tasks.
Practical Tips for Teachers
To implement narrated modelling effectively, consider the following practical tips:
Plan Ahead: Before modelling a task, plan what you will say and which cognitive steps you will highlight. Consider the potential challenges pupils might face and how you can address these through your narration.
Be Explicit: Clearly articulate each step of the process, avoiding jargon or overly complex language. Make sure that pupils understand not just what you are doing, but why you are doing it.
Use Visual Aids: Where appropriate, use visual aids, such as diagrams, flowcharts, or written steps, to complement your verbal narration. This can help pupils to visualise the process and reinforce their understanding.
Encourage Reflection: After modelling a task, encourage pupils to reflect on what they have learned. Ask them to summarise the key steps, identify the most important decisions, or explain how they might approach a similar task in the future.
Model Perseverance: Demonstrate perseverance and resilience by showing how to handle mistakes or setbacks. This helps pupils to develop a growth mindset and to view challenges as opportunities for learning.
Conclusion
Narrated modelling is a powerful teaching strategy that can significantly enhance pupil learning by making expert thinking processes explicit. By verbalising cognitive steps, asking reflective questions, and linking new learning to prior knowledge, teachers can provide pupils with the tools they need to approach tasks independently and with confidence.
As educators, our goal is to equip pupils with the skills and strategies they need to succeed not only in the classroom but in life. By mastering the art of narrated modelling, we can help pupils to develop critical thinking, metacognitive awareness, and a deep understanding of how to apply their knowledge in a wide range of contexts.
References
Bandura, A. (1977). Social Learning Theory. Englewood Cliffs, NJ: Prentice Hall.
Collins, A., Brown, J. S., & Newman, S. E. (1989). Cognitive Apprenticeship: Teaching the Crafts of Reading, Writing, and Mathematics. Knowing, Learning, and Instruction: Essays in Honor of Robert Glaser, 453-494.
Flavell, J. H. (1979). Metacognition and Cognitive Monitoring: A New Area of Cognitive-Developmental Inquiry. American Psychologist, 34(10), 906-911.
Hartman, H. J. (2001). Metacognition in Learning and Instruction: Theory, Research, and Practice. Springer.
Swanson, H. L., & De La Paz, S. (1998). Teaching Effective Learning Strategies to Children with Learning Disabilities: Practical and Theoretical Considerations. Learning Disability Quarterly, 21(2), 106-119.
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