Modelling is a common tool used by educators to show the behaviours and actions we want our students to take. For example, modelling could involve providing an example for students to follow, visualise, and use as guidance. However, modelling can also be much more nuanced. Students are incredibly observant, so being aware of one’s language, tone, and body language can also affect how they behave and approach a situation. Modelling is most effective when students are interacting with new ideas or procedures and need clear guidelines for completing the work and for what a finished product should look like. Furthermore, effective modelling for students involves more than just creating an environment where students can learn from observation. It involves explicit instruction during key decision-making processes, making invisible thinking processes visible and creating the space for questioning techniques and inquiry-based learning (Main, 2022). This post seeks to answer some questions about modelling. Although modelling has been heavily researched in the student-teacher relationship for young adults, is this method as effective in the university classroom, where learning is more self-directed?
In several classes throughout the East Kootenay Teacher Education Program (EKTEP), instructors have implemented modelling to demonstrate how an elementary class should be run. These activities range from creating grade-appropriate art projects to participating in soft start, running morning meetings, and learning math through hands-on work with manipulatives that allow one to derive formulas in their own words. As early childhood educators, I think it is important that we take some time and reflect on the activities our learners are participating in by completing them ourselves. However, during these activities, I often find myself under-stimulated and searching for the “why” behind them. Are some activities more pedagogically sound than others? What learning strategies are being used? How will participating in an activity help me achieve and implement the learning outcomes if they are not clearly stated? These questions led me to conduct some inquiry to identify the research underpinning modelling.
Modelling Should be Explicit and Unpacked
Research in teacher education suggests that modelling is a powerful instructional strategy; however, its effectiveness depends on its implementation. In their paper titled ‘Modelling by teacher educators’, Loughran and Berry (2005) argue that modelling in teacher education must go beyond demonstration and include explicit articulation of pedagogical reasoning. When Instructors make decision-making visible by explaining why particular strategies are used and what instructional goals they serve, teacher candidates are better able to comprehend those practices and transfer them into their own classrooms (Loughran & Barry, 2005).
Similarly, Korthagen and Swennen (2007) emphasise that teacher educators function as role models, but modelling alone does not automatically lead to understanding. Without debriefing and discussion of principles, teacher candidates may misinterpret what they observe, focusing primarily on surface features of the activity rather than the deeper intentions (Lunenberg, Korthagen, and Swennen, 2007). In the context of EKTEP, while tasks provide experiential insight into classroom practice, research suggests that the impact may be strengthened by dedicating some time to unpacking the reasoning behind instructor choices, including classroom management goals, assessment considerations, and differentiation strategies.
Relevance, Metacognition, and Professional Framing
Adult learning theory provides an additional lens for analysing instructional design in university-level programs. In the article, ‘Adult learning theory: Evolution and Future Directions’, Merriam (2017) explains that adult learners benefit from instruction that is relevant, problem-centred, and explicitly connected to their professional contexts. Adults bring prior knowledge and experience to learning situations and tend to engage more deeply when they understand the purpose and application of activities (Merriam, 2017).
Mukhalalati and Taylor further note that adult learners respond well to metacognitive framing opportunities that help them reflect on why a strategy works and how it can be adapted to different contexts. They go on to say that experiential learning can be highly effective for adults. However, it is strengthened when accompanied by a structured reflection that connects practice to theory and future application (Mukhalalati & Taylor, 2019).
Applied to the EKTEP course structure, experiential participation in elementary-style activities aligns with active learning principles. Research suggests that incorporating explicit connections to practicum expectations, classroom decision-making, and instructional design frameworks may further enhance learning outcomes for adult teacher candidates. However, there is also an argument for the more immersive modelling style.
Modelling to Support Change in Belief Systems
Korthagen’s work on realistic teacher education argues that professional learning often begins with concrete experience before moving to abstraction (Korthagen, 2010). From this perspective, participating in elementary-level routines may be intentionally designed to challenge pre-existing beliefs and allow candidates to feel the impact of structure, pacing, and engagement strategies of elementary classrooms firsthand.
However, the most compelling argument for this format, in my opinion, is made by Lave and Wenger’s (1991) theory of situated learning. This theory describes how newcomers become members of a professional community through legitimate peripheral participation (Lave & Wenger, 1991). By structuring university classes to resemble school environments, teacher educators may be intentionally socialising candidates into professional norms, including routines, tone, transitions, and classroom climate (Lave & Wenger, 1991). Experiencing these elements within the structure may support the development of teacher identity in ways that theoretical discussion cannot.
Conclusion
This post was an inquiry into the merit of experiential learning and its benefits and shortfalls. While experiential learning is multifaceted, research supports the idea of fully immersive modelling to introduce teacher candidates to the pace, engagement strategies, and structure of elementary classrooms (Korthagen, 2010). Creating an environment where teacher candidates can be socialised into professional norms, such as the classroom climate (Lave & Wenger, 1991). However, the most recent research suggests that providing context for lessons and explicit connections to pedagogy can also benefit teacher candidates (Merriam, 2017). Overall, the findings are interesting and likely vary by classroom, depending on context and course learning outcomes. Through this post, I sought to evaluate how I am learning and why, and to answer some of my own questions about my teaching practice. I believe this aligns with the BC curriculum, as it examines metacognition (learning about learning). It also aligns with the science curriculum guidelines because personal “wonders” sparked inquiry that led to independent research and analysis of popular teaching methods used across nearly all courses in our program. Furthermore, this inquiry was an important step in my journey to becoming an educator, as it helped me more comprehensively understand the strategies used to instruct me and, therefore, use them effectively in my own practice.
Citations
Loughran, J. J., & Berry, A. K. (2005). Modelling by teacher educators. Teaching and Teacher Education, 21(2), 193–203. https://doi.org/10.1016/j.tate.2004.12.005
Lunenberg, M., Korthagen, F., & Swennen, A. (2007). The teacher educator as a role model. Teaching and Teacher Education, 23(5), 586–601. https://doi.org/10.1016/j.tate.2006.11.001
Main, P. (2022, March 13). Modelling in teaching: Showing students how before asking them to try. Structural Learning. https://www.structural-learning.com/post/modelling-learning
Merriam, S. B. (2017). Adult learning theory: Evolution and future directions. PAACE Journal of Lifelong Learning, 26, 21–37.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
Mukhalalati, B. A., & Taylor, A. (2019). Adult learning theories in context: A guide for teaching practice. Journal of Medical Education and Curricular Development, 6, 1–10. https://doi.org/10.1177/2382120519840332
Korthagen, F. A. J. (2010). How teacher education can make a difference. Journal of Education for Teaching, 36(4), 407–423. https://doi.org/10.1080/02607476.2010.513854
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