What is modeling in the classroom?

Modeling in the classroom involves demonstrating to students how and when to use a particular process or strategy. When modeling, teachers make their thinking explicit to students. For example, teachers may solve math problems or create outlines for writing in front of the class while explaining their thought process at each step. In this way, modeling helps students understand not only what the teacher is doing, but why the teacher is doing it.

This important teaching strategy is part of a progressive release of responsibility from the teacher to the student. Initially, the teacher demonstrates and explains a skill. The teacher then involves students in practicing the skill. Finally, the student works independently to practice the skill. This process provides support for students while preparing them to perform skills independently.

Why is modeling writing important?

Writing is hard. Modeling writing helps students learn and internalize the processes and strategies used by successful writers. While students can learn to mimic effective writing products by analyzing exemplary texts, demonstrating the writing process can be even more effective in supporting students’ writing development. Proficient writers use self-regulatory strategies that students can learn from modeling. They practice goal-setting (specifying a target goal for their writing), self-instruction (talking themselves through the process or task), and self-monitoring (assessing their own performance or behavior). Modeling writing for students provides opportunities for students to observe the teacher employing these critical skills when producing a written product.

Modeling writing has also been shown to increase students’ confidence in their writing abilities or writing self-efficacy. In one study, students in classrooms where modeling was used to target specific skills showed significant improvement in measures of writing self-efficacy, while students in classrooms where modeling was not used failed to show similar improvement (Locketz, K., 2017). After observing the strategies used by a proficient writer and then practicing those strategies themselves, students’ belief that they can successfully complete writing tasks increases. 

How can I most effectively model writing in my classroom?

To effectively model writing, select a process or strategy to demonstrate (e.g., how to plan and write an argumentative essay). Then, show students how to apply the strategy. This includes not only physically demonstrating the task but also describing your thought process as writing choices are made. Specifically, model use of self-statements like, “First, I need to pick a side,” “I know I can do this if I use my strategy,” and “Did I include all of the parts of an argumentative essay?” 

You may be hesitant to model writing in real time because you feel pressure to produce perfect writing in front of the class. In fact, it is valuable for students to see you make mistakes and model problem-solving when faced with writing challenges. After writing a first draft, model evaluating your work and revising it based on reflection. These crucial stages of the writing process are easier for many students to master when they observe how proficient writers evaluate and revise their own writing. 

After modeling writing for students, give them the opportunity to practice the skills and strategies you just demonstrated. Use a Model-Practice-Reflect cycle in which students observe your thinking, practice their own writing, and evaluate and reflect on their work.

How can Utah Compose facilitate modeling writing?    

Utah Compose includes a student modeling feature that allows you to use the student interface to model all the steps of the student writing process. Be sure to model both writing and self-regulatory strategies. When your first draft is complete, model evaluating, reflecting on, and revising your writing. Using the feedback provided in Utah Compose, explain your thinking as you interpret the available reports, consider strengths and weaknesses of your writing, and revise initial drafts.  

These same tools are also well suited to working collaboratively on shared writing, using input from students to craft a piece of writing in real time. When working collaboratively, encourage students to share not only their ideas for what to write but also the thinking and self-regulatory strategies they are using. Then, use the Model-Practice-Reflect cycle by allowing students to work independently to practice what they have learned and then evaluate and revise their own writing. When used effectively, modeling can be a valuable method for increasing student mastery of skills and strategies and building students’ confidence that they can write successfully.
    
 

Sources and Additional Resources

Harris, K. R., Graham, S., & Mason, L. H. (2006). Improving the writing, knowledge, and motivation of struggling young writers: Effects of self-regulated strategy development with and without peer support. American Educational Research Journal, 43(2), 295-340. https://doi.org/10.3102/00028312043002295

Locketz, K. (2017). Modeling during writing instruction as a way to increase elementary age writer self-efficacy (4295). [Master’s thesis, Hamline University]. School of Education and Leadership Student Capstone Theses and Dissertations. https://digitalcommons.hamline.edu/hse_all/4295

Stickler, L., & Sykes, G. (2016). Modeling and Explaining Content: Definition, Research Support, and Measurement of the “ETS”® National Observational Teaching Examination (NOTE) Assessment Series. Research Memorandum No. RM-16-07. Educational Testing Service.

Troia, G. (2014). Evidence-based practices for writing instruction (Document No. IC-5). Retrieved from University of Florida, Collaboration for Effective Educator, Development, Accountability, and Reform Center website: http://ceedar.education.ufl.edu/tools/innovation-configuration/

Lince, A. (2020, July 8). Modeling our struggles with writing. National Council of Teachers of English. https://ncte.org/blog/2020/07/modeling-struggles-writing/

Gibson, S. (n.d.). Shared writing strategy guide. Read, write think. https://www.readwritethink.org/professional-development/strategy-guides/shared-writing

What Works Clearinghouse. (2016). Teaching secondary students to write effectively: Practice guide summary. https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/wwc_secwrit_summary_053117.pdf