Frequent Use Strategy

The Modeling and Practice strategy is when the teacher explicitly models thinking and application of expected skills, use of academic vocabulary, & specific learning strategies. This strategy is designed to gradually release responsibility to the learner to acquire new knowledge and skills through multiple settings and formats for student practice following the teaching of “how” through explicit direct instruction and intentional modeling.

When facilitating Modeling and Practice, the teacher monitors students’ understanding and progress towards mastery. Teachers are responsive to student learning, as they actively engage in direct instruction, modeling of skills, and student practice. Students interact with their teacher and peers through collaborative instructional conversations.

Modeling and Practice is not simply lecture or demonstration followed by written practice. It is imperative for "showing students how" through explicit instruction, responsive teaching, and ongoing feedback.

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The Teacher will…

model thinking & application of expected skills, use of academic vocabulary, & specific learning strategies.

show students “how” through explicit direct instruction.

give students meaningful tasks to practice concepts & skills (3 times with success before release), first collaboratively, then independently in multiple settings & formats paired with timely feedback.

guide & formatively assess student progress as they practice, helping students identify & correct misconceptions & errors through actionable specific feedback.

The Students will…

actively engage in direct instruction, modeling of skills.

interact with teacher & peers through collaborative instructional conversations.

engage in multiple opportunities to practice modeled skills, strategies, & application of learning independently, collaboratively, & in teacher-led small groups.

engage in cognitively complex tasks & texts.

develop fluency with key processes & skills to further engage in problem-solving, inquiry, & critical thinking.

develop cognitive & metacognitive thinking skills.

consolidate learning & develop automaticity of new skills.

Addition: Pass the Problem

Pass the problem provides and opportunity for student to collaborate in activating their own ideas and examining other students' thinking.

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Math MS 1195-1

In this video, the teacher models how to analyze a pattern to extend. The teacher provides the opportunity to share their thinking on patterns.

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Math ES 1196-2

In this video, the teacher explicitly models the math concept through a think aloud using manipulatives. The students are then provided time in the teacher-led small group to apply their skills. Additionally, the teacher embeds an opportunity for students to assess their learning.

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Math MS 1200-3

In this video, the teacher leads a small group to help students identify and correct misconceptions through intentional questioning skills.

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