Transcript
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
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