Why is modelling important in teaching

Collaborating, learning, and supporting the coaching process in underserved districts. Toggle Navigation. January 28, Author: E'Manita Creekmore. Tags: modeling , modeling in education , teacher modeling.

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Modelling is a great way to make sure that your teaching has the right levels of success and challenge. Efficient modelling can also drastically reduce your workload outside of the classroom. But how many teachers really think about how they model in class? In the most simple form, modelling is about seeing before doing and therefore minimising the ambiguity around an outcome.

It is of course a bit more complex than this in practice, especially as subjects vary so much in terms of content and outcomes. However, there are some simple ways to ensure effective modelling. There is nothing more empowering for a class than seeing their teacher do what is expected of them and do it really, really well. Live modelling allows students to see how an answer can be formulated. That correlation between thought process and articulation of ideas on paper is often a step that teachers miss — but it is such a powerful tool.

Live modelling allows students to see how to formulate a paragraph, an argument or a response. It also allows teachers to question students and get their input.

Of course, you have to be confident in your subject knowledge to succeed with this approach — you need to be able to practise what you preach. Modelling is all about providing a target for students to aspire to.

The model you provide needs to be of sufficient quality and so being clear on what the success criteria are is of paramount importance teaching topics can be tough enough without creating misconceptions from sub-standard modelling.

For exam groups, it is always good practice to use exam board exemplars to inform your modelling to ensure that you do not model the wrong thing.

At key stage 3, modelling should follow similar criteria to that in key stage 4 — the way in which the information is presented will of course be very different, but the end goal remains the same. Ultimately, consistency in approach is key. Regardless of what you are teaching, misconceptions will arise. In addition, the guide includes a selection of model types that are commonly used in biology instruction, including phylogenetic trees, simulations, animations, diagrams, conceptual models, concept maps, and tactile models Figure 2.

Each core idea and model type is supported by a brief summary of key research findings and actionable advice intended to help instructors make evidence-based decisions about classroom instruction.

Links to select articles direct readers to original research, and an Instructor Checklist details considerations and recommendations to help instructors incorporate modeling into their classroom practice. It is our hope that the guide will provide a suitable combination of research-based findings and practical suggestions so that instructors will find both encouragement and support when considering, adding, or refining modeling in their instruction. Screenshot representing the landing page of the Modeling in the Classroom guide.

This provides an overview of choice points. Examples of model types described in the guide. A Example phylogeny in recommended branched format Novick and Catley, B Fused-filament tactile model to allow visualization of noncovalent interactions to rationalize enzyme substrate complementarity.

Reproduced from Babilonia-Rosa et al. C Process diagram of electron transport chain and oxidative phosphorylation that supports understanding membrane role, appearance of proteins, and how reactions occur.

Figure presented under Creative Commons 3. D Example student-created conceptual model using structure—behavior—function formatting with signaling teal , gene expression blue , and phenotype purple. E Simulation window from Cell Collective showing model components in colored boxes, the simulation control sliding window, and the simulation graph of cellular respiration Bergan-Roller et al.

Our experiences as instructors of introductory biology underpin a desire to create learning opportunities that allow students to see and understand the complexities of life. After all, biology is more than memorizing disconnected facts. Modeling can help scientists and learners question, organize, and visualize their understanding.

The process of creating and evaluating models may help learners develop and reinforce connections between seemingly disparate ideas, resulting in deep and long-lasting learning.

Thus, modeling can support learning goals related to biology content, making content more versatile and transferable for students. Like scientists, students can also use models to make and test predictions, explain phenomena, or communicate research results. Models and MBI can also support the development of systems thinking skills. Although we currently lack a framework describing the systems thinking skills life science students should develop, it is clear that modeling can support students as they learn to describe and reason about biological systems.

In particular, modeling can support students as they learn to identify and describe a system of interest—the boundaries of the system, the elements comprising the system, and how those elements interact.

Finally, modeling can be a component of formative and summative assessment. Students can interpret given models in multiple-choice or short-answer questions to address the central role models play in the discipline. Students can create novel models to demonstrate content understanding as well as modeling skills. By having students create models for formative or summative evaluation, we allow students to express their thoughts through different modes, thus making the classroom more inclusive.

Additionally, student-generated models have great utility in revealing student difficulties, particularly as they relate to mechanistic explanations. These models allow instructors to provide rapid, individualized, and specific feedback to promote both better modeling and conceptual understanding Evaluation Feedback section in the Modeling in the Classroom Guide.

Articulating clear and specific learning goals should lead to making instructional decisions that are consistent with the intended learning outcomes. This would include choices in model selection that would support specific learning objectives; modeling should not be added just for the sake of modeling but deliberately tied to learning goals.

For example, phylogenies can be used to demonstrate relationships between organisms, and tactile models can show structure—function relationships in macromolecules. Ideally, depending on the learning goals, classroom activities may involve students using and interpreting given models, or creating, evaluating, and revising their own models.

Skills required for interpreting, using, and building models are not intuitive, but can be developed with practice and instruction. Students need guidance on how to read and interpret each new model they encounter, even if the only difference is in formatting Wright et al. Thus, when implementing model-based instruction, planning sufficient time and activities for instruction, practice, and feedback is essential.

Deliberate practice and scaffolding of modeling activities allow students to acquire and use skills and build on these skills through increasingly complex tasks Hobbs et al. Modeling is especially suited for small-group work, as it allows students to cooperatively communicate what and why certain components are needed in a model and how those components work together in the context of the modeled system Scaffolding section in the Modeling in the Classroom guide.

The modeling skills students practice in the course of instruction should be assessed in ways that are consistent with the learning objectives, which may require departure from conventional, closed-response tests as students interpret or construct models. For concrete steps to incorporate modeling into a course, please see recommendations throughout the Modeling in the Classroom guide and in its associated Instructor Checklist. While many principles of model-based teaching and learning have been identified, research on model-based instruction in the college biology classroom is a growing field that still holds much room for progress and discovery.

Important areas that require more research include best practices of instructional design and classroom implementation, as well as model-based learning of concepts and acquisition of science process skills. Multiple kinds of models Example Models section of the Modeling in the Classroom guide are relevant in biology, including qualitative conceptual models of processes and pathways, quantitative models and simulations, three-dimensional models of molecular or anatomical structures, phylogenies representing hypotheses about evolutionary relationships, and more.