WEBVTT 00:00:00.000 --> 00:00:04.140 Children learn by watching others by copying the 00:00:04.140 --> 00:00:06.360 behaviors of those around them. 00:00:06.960 --> 00:00:09.390 This is called observational learning. 00:00:10.050 --> 00:00:14.849 Most kids and even adults don't simply learn just by being told what to do, 00:00:14.849 --> 00:00:17.730 but rather by being shown what to do. 00:00:18.509 --> 00:00:23.759 We educators use modeling as a strategy for teaching kids. 00:00:24.240 --> 00:00:29.790 This follows the typical I do, we do, you do, you do, model of explicit instruction. 00:00:30.689 --> 00:00:36.060 In the, I do stage, the educator demonstrates exactly what to do. 00:00:36.540 --> 00:00:39.540 How to solve a maths equation for example. 00:00:40.199 --> 00:00:45.360 And then in the, we do stage, you invite the students to solve a problem with you. 00:00:45.810 --> 00:00:48.630 So everyone basically practices together. 00:00:49.230 --> 00:00:52.860 And then comes the, you do stage, which is when you give students an 00:00:52.860 --> 00:00:57.420 opportunity to solve the problem or write a sentence or spell a word or 00:00:57.420 --> 00:01:00.570 whatever your task is on their own. 00:01:01.380 --> 00:01:05.790 Now I love using mini white boards for this type of learning, because as soon 00:01:05.790 --> 00:01:09.420 as the students have finished they hold up their boards, and you can spot 00:01:09.450 --> 00:01:12.000 immediately who still needs more practice. 00:01:12.240 --> 00:01:15.810 So you can just keep those kids behind on the mat or have them come to a 00:01:15.810 --> 00:01:20.640 designated table where you can provide more instruction for them, or scaffold 00:01:20.640 --> 00:01:25.350 them while everyone else has gone off and completes a task independently. 00:01:26.280 --> 00:01:30.330 And this type of modeling strategy is essential when teaching kids new 00:01:30.330 --> 00:01:35.730 skills or concepts, which includes teaching them how to ask good questions, 00:01:36.000 --> 00:01:38.880 which I discussed in episode 27. 00:01:39.660 --> 00:01:44.760 And even teaching the different stages as you go through an inquiry cycle, you 00:01:44.760 --> 00:01:47.970 have to model how to ask good questions. 00:01:48.690 --> 00:01:50.910 How and where to look for answers. 00:01:51.390 --> 00:01:53.640 How to spot bias or opinion. 00:01:54.090 --> 00:01:57.840 How to write a great report or deliver a good presentation. 00:01:58.530 --> 00:02:01.140 We educators are the role models. 00:02:01.530 --> 00:02:05.970 It's our job to show learners how to do things well. 00:02:06.480 --> 00:02:11.280 And what is expected of them when it comes to delivering a certain standard. 00:02:12.299 --> 00:02:14.579 But modeling goes much further. 00:02:15.329 --> 00:02:18.390 Kids pick up on our attitudes and behaviors. 00:02:18.870 --> 00:02:22.980 As teachers and parents, it's really important that we understand 00:02:22.980 --> 00:02:26.970 the power that our words and actions have on the kids we teach. 00:02:27.550 --> 00:02:31.500 We're constantly modeling learning habits, reading habits 00:02:31.500 --> 00:02:33.570 and attitudes towards learning. 00:02:34.329 --> 00:02:36.920 This is part of the reason I think that teachers are often so 00:02:36.940 --> 00:02:38.740 exhausted at the end of the day. 00:02:39.130 --> 00:02:43.030 It's because we've pulled out all the stops to keep our kids engaged, doing 00:02:43.060 --> 00:02:48.820 double back flips and so on, and we've been on stage the entire day modeling 00:02:49.120 --> 00:02:52.810 and then having to deal with all the other stuff that's part of the job too. 00:02:53.650 --> 00:02:58.600 Now I've spoken about this concept of teachers being learners and sharing 00:02:58.600 --> 00:03:04.510 our struggles with learning new things with students in one of my newsletters. 00:03:05.450 --> 00:03:09.079 There's a link to subscribe to my newsletter in the show notes. 00:03:09.109 --> 00:03:13.850 So check out the show notes as soon as you finish listening and subscribe to 00:03:13.850 --> 00:03:16.310 my newsletter, it's called get curious. 00:03:17.030 --> 00:03:22.549 In the same way as we model solving equations or writing and great descriptive 00:03:22.549 --> 00:03:28.310 sentence or asking a good question or writing a fabulous report, we also 00:03:28.310 --> 00:03:30.350 model our attitude towards learning. 00:03:30.710 --> 00:03:32.750 Whether you are aware of it or not. 00:03:33.200 --> 00:03:37.100 Sharing stories and anecdotes with children about your own learning 00:03:37.100 --> 00:03:39.680 struggles can also be very powerful. 00:03:40.609 --> 00:03:45.200 When you're talking to children about what you're learning, they see that learning 00:03:45.230 --> 00:03:47.720 is a lifelong habit that adults still do. 00:03:48.380 --> 00:03:51.650 And that when you keep going, even when things are difficult, 00:03:52.010 --> 00:03:56.780 you model grit and determination, which is so important for success. 00:03:57.590 --> 00:04:02.030 So often we come across those kids, right that are afraid to 00:04:02.030 --> 00:04:04.489 fail so they don't even try. 00:04:05.180 --> 00:04:09.950 . That's when you talking about your own struggles can be so powerful. 00:04:10.790 --> 00:04:12.079 Let me tell you a story. 00:04:12.769 --> 00:04:17.870 I'm a bit of a sewer, some of you might've spotted my latest creation on Instagram. 00:04:18.530 --> 00:04:24.260 I make quite a few of my outfits and the girls especially will ask me at school 00:04:24.530 --> 00:04:29.900 if I made my dress or my outfit, and I'll often make a point of telling my students 00:04:30.170 --> 00:04:35.000 about how I struggled with a particular part of a sewing project and how I had to 00:04:35.060 --> 00:04:37.700 unpick or start over until I got it right. 00:04:38.300 --> 00:04:42.230 And how I'm now learning how to sew a whatever it might be. 00:04:43.010 --> 00:04:45.530 And this way, the children see me as a learner. 00:04:45.890 --> 00:04:50.750 As someone who takes risks so that when it comes to them, working on their projects, 00:04:51.050 --> 00:04:55.730 they are much more open to taking risks and not afraid to try or fail. 00:04:56.660 --> 00:05:01.490 Because they know we can fix things and they know that I'm fallible too. 00:05:02.420 --> 00:05:03.440 Through modeling, 00:05:03.740 --> 00:05:06.560 we also demonstrate how to be curious. 00:05:07.100 --> 00:05:10.310 And goodness knows we really need more of this. 00:05:10.880 --> 00:05:15.920 We need to show enthusiasm when kids run up to us in the 00:05:15.920 --> 00:05:18.260 yard with a snail or lady bird. 00:05:19.190 --> 00:05:24.260 At this moment, we run the risk of destroying their curiosity by 00:05:24.260 --> 00:05:29.870 what we say or do, or in fact by what we don't say or don't do. 00:05:30.950 --> 00:05:33.890 So before you say, Ooh, that's so gross. 00:05:33.890 --> 00:05:34.790 Put it down. 00:05:35.300 --> 00:05:39.620 Take a moment to consider how you could get kids curious. 00:05:40.190 --> 00:05:41.630 Be excited for them. 00:05:42.110 --> 00:05:46.820 Ask those great wonder questions I talked about in episode 27. 00:05:48.000 --> 00:05:53.280 The one thing that I love about being a teacher in an early childhood or 00:05:53.280 --> 00:05:58.109 elementary setting is that you actually have permission to be a little bit crazy 00:05:58.349 --> 00:06:00.630 when it comes to being enthusiastic. 00:06:01.500 --> 00:06:08.010 You can be that Duracell bunny at school because young children really welcome 00:06:08.429 --> 00:06:11.280 that kind of enthusiasm and energy. 00:06:12.460 --> 00:06:15.189 Teaching really is a balancing act. 00:06:15.640 --> 00:06:18.729 But more than that, it's probably a juggling act. 00:06:19.210 --> 00:06:22.239 We firstly need to know that we are on display. 00:06:22.510 --> 00:06:28.059 Everything we do everything we say, our attitude and response to situations are 00:06:28.059 --> 00:06:30.700 being watched and copied by our learners. 00:06:31.270 --> 00:06:36.460 And so modeling is a powerful, overt strategy, not only for teaching 00:06:36.460 --> 00:06:41.409 new skills and concepts, but also for nurturing curiosity and a love 00:06:41.409 --> 00:06:46.659 for learning and accepting failure as part of the learning process. 00:06:47.229 --> 00:06:52.419 And demonstrating grit and perseverance in the face of challenges. 00:06:53.979 --> 00:06:56.559 Now I wish you a great week ahead. 00:06:56.710 --> 00:07:00.159 And I would love to hear all about your modeling stories. 00:07:00.189 --> 00:07:01.960 I don't mean on the ramps. 00:07:02.049 --> 00:07:04.960 I mean, the actual modeling stories in your classrooms 00:07:04.960 --> 00:07:06.489 with kids that you're teaching. 00:07:07.150 --> 00:07:12.969 And I also just want to thank you for choosing to listen to this very podcast. 00:07:13.239 --> 00:07:18.309 When you have the choice of thousands out there, it really means the world to me. 00:07:18.939 --> 00:07:23.749 And if anything I've said today resonates with you or just got you thinking, then 00:07:23.770 --> 00:07:27.789 please tap on the share button and share it with friends and colleagues so they can 00:07:27.789 --> 00:07:29.919 benefit too, because sharing is caring. 00:07:30.520 --> 00:07:34.869 And if you would like more strategies and insights, just like these delivered 00:07:34.869 --> 00:07:40.140 to your inbox, then you should subscribe to my free weekly newsletter, 00:07:40.320 --> 00:07:43.140 get curious, and get on my mailing list. 00:07:43.500 --> 00:07:47.910 My subscribers get access to all the juicy bits and insider information. 00:07:47.910 --> 00:07:54.560 So get curious by signing up at resources.edlessons.com/getcurious. 00:07:54.909 --> 00:07:56.729 I'll leave a link in the show notes. 00:07:57.180 --> 00:08:03.509 So until next time, remember, you're doing an amazing job and stay blooming, curious.