It is important for coaches to model the thinking behind, and implementation of, an instructional strategy or other teaching move for collaborating with teachers, and it is important for teachers to model how to engage in a task for students. Setting up a simple process to allow for this modeling to happen, and the learnings from it to follow is the purpose of this strategy. Examples include demonstrating the elements of a task, thoughtful interaction with learning (reading, speaking, listening, writing), breaking down a complex task into steps, and the behaviors or thought processes of a member of the learning community. Modeling is a highly effective strategy when the recipient knows the purpose and has been given time and a structure to synthesize it. Modeling should not be considered a "final act" that is one and done. Modeling is often needed as a repeated strategy, as it may be demonstrating a complex process that is entirely new to a learner. This strategy provides a toolbox of resources and steps to prepare, execute and reflect on how to model a strategy for teachers as a coach.
The target or focus for the modeling is selected, and narrowed so that it is a measurable teaching/learning action.
A lesson is collaboratively planned with the recipient teacher(s), using that strategy or shift in instruction.
What success, or growth, towards the desired change is identified, and noted as the evidence that the observer will look for.
The implementation of the strategy or shift in instruction undergoes a "hot mess" process to test, proactively, for potential problems.
If needed, the strategy or shift in instruction is revised collaboratively.
The coach delivers that lesson in the teacher's classroom.
The teacher observes and records notes focusing on the implementation, and how students respond. Using an observation guide that indicates what to look for is helpful to this process.
Immediately following the coach's model lesson, the teacher facilitates a collaborative and constructive conversation with the coach.
The teacher and coach plan for the next lesson, using what has been learned.
The teacher delivers a lesson, while the coach specifically observes, and notes, the implementation focus.
A reflective conversation about what has been observed and learned is conducted immediately, using a collaborative log.
This process, when the targeted "change" is kept small or broken into discrete steps, is not as time consuming as this explanation sounds.
1. Determine the purpose for the task and the skills that students will demonstrate and be assessed on at the end of the task.
2. Before modeling, practice with the task at least once. For example, if you are going to model how to engage in close reading, engage in close reading of the text before modeling it for students.
3. As you model, make sure to project your work for your students to see you working (if possible) or speak aloud to reveal your thoughts as you are modeling.
4. After modeling, have students discuss and share with you what they heard and what they observed during the modeling process. To learn more about this process consult the "Y Chart" strategy in the BetterLesson Lab.
Explore some of the videos of teachers engaging in the strategy of modeling in the resources below to see some examples of effective teacher modeling in action.
Coaches, teachers, even administrators can lower the stakes for taking a risk to try something new in their classroom by adding this approach to their modeling tool box. Going through the same pre "observation" thinking process, then showing and sharing that classroom shift lowers the stakes for everyone, and spreads a new strategy or practice throughout the school more rapidly and effectively. This strategy pairs well not only with coaching observations, but also with collegial observations.