Why Students Still Struggle After Modelled Instruction
Skill Development Part 1: Modelled Instruction
Have you ever finished modelling a new skill, only to find your students couldn’t apply it during guided practice?
It’s a common experience, and one that often leads teachers to believe students simply need more practice.
But what if the issue isn’t the We do?
What if it started during the I do?
Modelled instruction is much more than showing students the correct answer. It’s where we make our expert thinking visible so students can begin to understand not only what to do, but how and why we make each instructional decision.
When students don’t have access to that thinking, they often leave the model with a completed example but very little understanding of how to replicate the process themselves.
The result is predictable. Students appear engaged while watching the model, yet struggle the moment responsibility begins to shift towards them.
Strong guided practice and independent practice don’t begin with better activities. They begin with stronger modelling.
Understanding the purpose of the I do is one thing. Delivering it effectively is another.
In this week’s audio training, we’re beginning a new series on Skill Development, starting with Modelled Instruction. We’ll explore why students can still struggle after watching a model and examine the instructional decisions that make the I do one of the most important phases of an explicit teaching lesson.
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This audio training is available exclusively inside the Structured Teaching Portal, where each week we unpack one aspect of explicit teaching to help you strengthen your instructional practice.