Within classroom instruction, “Worked Examples” and “Frontloading Models” play pivotal roles in enhancing student understanding and reducing cognitive overload when learning content. Let’s delve into what these terms mean and how instructional coaches can help teachers implement them within their classroom instruction. First, we will focus on what Worked Examples and Frontloading Models are and then will discuss how teachers can integrate them into their instruction and lesson planning. Last, we will outline how instructional coaches can guide them in doing so.
Worked Examples and Frontloading Models
The Worked Example Effect lies in the understanding that students learn more effectively when they are presented with concrete examples. This approach reduces cognitive load by providing students with clear illustrations of how to apply concepts or solve problems. For instance, in a math class, instead of just explaining the theory behind a concept, a teacher demonstrates the step-by-step process of solving a related problem. This method anchors student learning in the familiar (as they may already have a conceptual framework or idea related to the content being taught), helping students to internalize concepts and apply them independently in the future. Similar to many other content areas, providing visual, step-by-step instructions, flow charts, and short video clips demonstrating how to solve a particular problem, allows students to build conceptual frameworks before practicing it themselves.
In the following tables, see what both of these instructional strategies look like in practice. The first table provides two examples of what Worked Examples and Frontloaded Models look like in the classroom as well as provides coaching tips on how to support teachers in building their instructional capacity in these strategies. Then, in the next table, we provide two examples of how teachers can visualize worked examples and frontloaded models in their instruction.
| Instruction | Application in Classroom | Coaching Tips |
|---|---|---|
| Worked Examples | Demonstrate a math problem step-by-step before assigning similar problems. | Encourage the use of varied examples to cover different problem types. Show teachers what worked examples look like for the particular content area they are teaching to support them in explaining the examples and how to plan with them in mind. |
| Frontloading Models | Introduce key historical events before delving into a detailed primary document analysis. | Coaches should model and suggest teachers start lessons with a brief overview of essential concepts and review from the previous class. Using visuals, mindmaps, and problems from the previous class can be helpful. |
Table 1. Worked Example
| Step | Correct Method | Incorrect Method |
|---|---|---|
| 1 | Subtract 3 from both sides: 2x + 3 – 3 = 11 – 3 | Add 3 to both sides: 2x + 3 + 3 = 11 + 3 |
| 2 | Simplify: 2x = 8 | Simplify: 2x + 6 = 14 |
| 3 | Divide both sides by 2: 2x/2 = 8/2 | Divide both sides by 2: (2x + 6)/2 = 14/2 |
| 4 | Simplify: x = 4 | Incorrectly simplify: x + 3 = 7, leading to x = 1 |
Table 2. Frontloaded Model
| Step | Frontloaded Model Explanation | Example Problem |
|---|---|---|
| 1 | Introduce the concept of balancing equations: Explain that both sides of the equation must remain equal. | 2x + 3 = 11 |
| 2 | Demonstrate subtraction of constants: Show how subtracting the same value from both sides keeps the equation balanced. | Subtract 3 from both sides: 2x + 3 – 3 = 11 – 3 |
| 3 | Simplify the equation: Illustrate how to combine like terms to simplify the equation. | Simplify: 2x = 8 |
| 4 | Teach division to isolate the variable: Explain dividing both sides by the coefficient of x to solve for x. | Divide both sides by 2: 2x/2 = 8/2 |
| 5 | Show final simplification: Present the final step to determine the value of x. | Simplify: x = 4 |
The How – For Teachers and Instructional Coaches
How can Worked Examples and Frontloaded Models be integrated into our instruction? Additionally, how can instructional coaches coach teachers on how to integrate worked examples into their instruction and lesson planning. Let’s jump into the HOW to integrate these strategies within instruction followed by how instructional coaches can teach teachers to utilize these strategies within their instruction.
How to Integrate into Instruction: Integrate worked examples in your lessons to provide students with a clear roadmap of processes and problem-solving. Additionally, teachers can provide key concepts in a frontloaded model during a brief introduction or review of content before diving into providing direct instruction and modeling of the worked examples related to the content they are learning for the day.
Table 3. Examples of Worked Examples and Frontloaded Models in Various Content Areas
| Content Area | Worked Example | Frontloaded Model |
|---|---|---|
| Math | Show step-by-step solutions to a complex algebra problem, then guide students through similar problems. | Introduce key algebraic concepts and formulas before students attempt problem-solving. |
| Science | Demonstrate a scientific experiment, explaining each step, then have students replicate it. | Explain the scientific method and key concepts of the experiment beforehand. |
| English | Analyze a text passage together through deliberate modeling, identifying literary devices, then let students analyze a similar passage. | Provide an overview of literary devices and their purposes before reading. |
| History | Walk through the timeline of a historical event, then have students create timelines for a different event. | Discuss historical analysis methods and context setting for the event before diving into specifics. |
| Foreign Language | Model a conversation in the target language, breaking down grammar and usage through explicit instruction, then have students practice by having similar conversations. | Teach key grammatical structures and vocabulary before initiating conversational practice. |
| Art | Create a piece of art step-by-step through modeling in front of class, explaining techniques, then let students create their own by following the step-by-step instructions you’ve provided them. | Discuss art techniques and styles relevant to the project before starting. |
| Physical Education | Demonstrate a new sport or exercise through modeling or watching a video of how its played and its rules, explaining rules or techniques for each segment of the game, then have students practice each segment/skill of the game. | Discuss the importance of technique and rules of the sport or exercise before practical demonstration. |
How to Coach These Strategies to Teachers: Guide teachers to understand the importance of worked examples and frontloaded models. Emphasize how these examples serve as cognitive anchors, aiding students in grasping complex concepts more effortlessly. Then, provide a series of strategies demonstrating HOW teachers can integrate worked examples and frontloaded models into their instruction.
Table 4. How to Coach These Strategies As An Instructional Coach
| Coaching Strategy | Description of Coaching Strategy |
|---|---|
| Demonstration Sessions | Coaches conduct live or recorded demonstrations, showcasing the creation and use of worked examples and frontloaded models in various subjects. |
| Observation and Feedback | Coaches observe teachers using these methods in their classrooms and provide constructive feedback and suggestions for improvement. |
| Resource Sharing | Sharing practical resources like templates, videos, and articles that illustrate effective worked examples and frontloaded models. |
| Collaborative Planning | Engaging in joint lesson planning sessions with teachers to integrate these methods into their lesson plans. |
| Peer Observation and Learning Communities | Facilitating opportunities for teachers to observe their peers using these methods and discuss them in learning communities or groups. |
| Technology Integration | Demonstrating how digital tools and platforms can be used to create and implement engaging worked examples and frontloaded models. |
Co-Teaching with Teachers to Practice
Instructional coaches can play a pivotal role in helping teachers implement strategies like worked examples and frontloading models through co-teaching. This collaborative approach enables coaches to demonstrate these methods in real time, providing hands-on guidance and support. For instance, in a co-taught lesson, the coach could lead the frontloading models and examples, introducing key concepts and context, while the teacher follows up with worked examples that they can explain, solve, and then gradually release students to practice. This partnership allows for immediate feedback and adjustment during the lesson and reflection thereafter, ensuring that the strategies are effectively tailored to the students’ needs and content their lessons are delivering to students. Over time, this co-teaching arrangement between a teacher and instructional facilitates long-term professional development, as teachers gain practical insights and skills from working alongside the coach inside a classroom. By actively engaging in the instructional process, coaches can help teachers refine their use of instructional strategies they are utilizing, leading to more effective and impactful teaching.
Conclusion
Incorporating worked examples and frontloading models related to the content you are teaching students will go a long way in amplifying their understanding and ability to learn over time the content you are teaching them. Whether you are a teacher, coach, or instructional leaders, the strategies for not only integrating these strategies into instruction and providing coaching to teachers on how they can amplify their instruction with these strategies, I hope this blog provides several key ideas and themes to help with this work at the classroom and school level. Remember, each facet described in this blog takes time. Focus on one strategy first and then move on to the next. Reflect, goal set, and track your progress as a teacher, coach, and school. This will go a long way in terms of implementing instructional strategies effectively over time.
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