MODELLING – MAKING

THE IMPLICIT EXPLICIT

5 questions to consider

Working

Memory

Long Term

MemoryL

earn

ing

Rem

em

bering

Environment

Working

Memory

Long Term

MemoryL

earn

ing

Rem

em

bering

Environment

Working

Memory

Long Term

MemoryL

earn

ing

Rem

em

bering

Environment

Working

Memory

Long Term

MemoryL

earn

ing

Rem

em

bering

Environment

Working

Memory

Long Term

MemoryL

earn

ing

Rem

em

bering

Environment

Working

Memory

Long Term

MemoryL

earn

ing

Rem

em

bering

Environment

Working

Memory

Long Term

MemoryL

earn

ing

Rem

em

bering

Environment

Working

Memory

Long Term

MemoryL

earn

ing

Rem

em

bering

Environment

Forgetting.

..

Five words

23 x 8

Left hand

Last 5 of alphabet

Ten - twenty seconds

‘Memory is the residue of

thought.’

How do we create the conditions in

which students are most able to

think deeply?

How do we create the conditions in which

students are most likely to think deeply?

Thinking involves making

connections between new

and existing knowledge

The procedure is actually quite

simple. First, you arrange items into

different groups. Of course one pile

may be sufficient depending on how

much there is to do. If you have to go

somewhere else due to lack of

facilities, that is the next step;

otherwise you are pretty well set. It is

important not to overdo things. That

is, it is better to do too few things at

once than too many.

The procedure is actually quite

simple. First, you arrange items into

different groups. Of course one pile

may be sufficient depending on how

much there is to do. If you have to go

somewhere else due to lack of

facilities, that is the next step;

otherwise you are pretty well set. It is

important not to overdo things. That

is, it is better to do too few things at

once than too many.

WASHING CLOTHES

Teaching implications

Clarity REALLY matters

Avoid assuming knowledge

Use models / worked examples to make the

implicit explicit

Student-Generated models

Micro-modelling

Teacher-modelling

I can’t draw it on PPT, but you could add rabbits,

farms, dreams ...coming off the title

“The first man was

small and quick…”

George and Lennie camp for

the night at a peaceful pool

near Soledad. They are

going to start jobs at another

new ranch. George is small,

quick-thinking, protective and

impatient. Lennie is his

opposite. He keeps doing

“bad things” and this creates

tension. The men share a

strong bond and a dream of

one day owning a small farm.

Bit of

colour

Key quotations

Overview of the

plot in Chapter 1

Plus

some

pictures!

“…walked his

opposite, a huge

man, shapeless of

face…”

“You crazy bastard”

“I got you

to look

after me

and you

got me to

look after

you”

Themes:

Words

and

pictures to

show

Friendshi

p, the

working

man and

basic

needs of

society,

etc...

Differentiated Modelling

They had walked in single file down the

path, and even in the open one stayed

behind the other. Both were dressed in

denim trousers and in denim coats with

brass buttons. Both wore black, shapeless

hats and both carried tight blanket rolls slung

over their shoulders. The first man was small

and quick, dark of face, with restless eyes

and sharp, strong features. Every part of him

was defined: small, strong hands, slender

arms, a thin and bony nose. Behind him

walked his opposite, a huge man, shapeless

of face, with large, pale eyes, and wide,

sloping shoulders; and he walked heavily,

dragging his feet a little, the way a bear

drags his paws. His arms did not swing at

his sides, but hung loosely.

By comparing

Lennie to a bear,

Steinbeck shows

us that he is a

big, dangerous

character that

has a slow

movement.

They had walked in single file down the

path, and even in the open one stayed

behind the other. Both were dressed in

denim trousers and in denim coats with

brass buttons. Both wore black, shapeless

hats and both carried tight blanket rolls slung

over their shoulders. The first man was small

and quick, dark of face, with restless eyes

and sharp, strong features. Every part of him

was defined: small, strong hands, slender

arms, a thin and bony nose. Behind him

walked his opposite, a huge man, shapeless

of face, with large, pale eyes, and wide,

sloping shoulders; and he walked heavily,

dragging his feet a little, the way a bear

drags his paws. His arms did not swing at

his sides, but hung loosely.

The simile creates a

character that is

both large and

dangerous. This

animalistic imagery

tells the reader that

Lennie is

unpredictable and

perhaps acts out of

instinct rather than

clear thought. This

immediately

suggests he is

dangerous as bears

have great physical

strength and are

hunted because of

the danger they

present.

By comparing

Lennie to a bear,

Steinbeck shows us

that he is a big,

dangerous

character that has a

slow movement.

The simile creates a character that is both large

and dangerous. This animalistic imagery tells the

reader that Lennie is unpredictable and perhaps

acts out of instinct rather than clear thought. This

immediately suggests he is dangerous as bears

have great physical strength and are hunted

because of the danger they present.

Skilled

annotation

will

• Identify features of Steinbeck’s

use of language

• Explain some layers of meaning.

Excellent

annotation

will

• Explain layers of meaning

precisely and in depth

• Use appropriate terminology

‘Live’ Modelling

The ‘Rolls Royce’ of modelling

Final thoughts

Don’t assume they know how to do it

Show them how to do it

Show them how to do it really really well

‘Excellence in every task’

Low access / high challenge

Great modelling enables, not stifles, creativity