My classroom door has an open invitation. I welcome all to share and watch. In fact, last academic year, I trialed ‘Window in my Week’, a slot in my timetable where I was available for those who wanted to watch and share. I wanted to use observation to model to staff. To share, observe and plan together.
Today our Teach First student came to observe me teach long division. It transpired that the student is a former PE Teacher. Our conversations turned to modelling and how this looks in PE and its translation into the primary classroom.
Later, during my commute home, I reflected on our conversations and how my own classroom practice has been strongly influenced by my days as a PE Teacher. Most notably modelling.
One thing that stayed firmly in the changing room was my tracksuit however modelling stayed in the top pocket. I wanted to share how this looked and highlight what we can learn from PE. In each example, I have given an application for the primary classroom, which I hope means you can translate it into your own classroom.
PE teachers use ‘live modelling’. They model using an I Do you watch approach. You model the skill live in front of the students, verbalising the skills involved. This is a hugely powerful tool and as the recent EEF report on metacognition highlights by verbalising this you are “modelling the thought process of an expert learner.”
Application for the primary classroom: I visualise by @alanpeat to model live and provide live examples and using a margin when you are engaged in a guided writing.
As Rosenshine’s seminal Principles of Instruction share so brilliantly, particular in @OLICA brilliant poster, new learning should be presented in small steps. Often, in PE, modelling involves presenting new information, in steps, before presenting and combing into a game. This is vital as it prevents cognitive overload.
Application in the primary classroom: the worked example and spot the difference. Both work brilliantly to reduce cognitive load. I would checkout @mrbartonmaths for more on worked examples.
Deliberate and potential misconception modelling
In order for a skill in PE to be executed correctly, for example a serve in badminton, it may be necessary to model potential misconceptions. I used to use what can go wrong. By highlighting this you are reducing the number of errors that needed to be corrected later.
I hope this has been useful and you are able to use some of the modelling techniques, thanks for reading.