Modeling Thinking Aloud was presented to District 4j Principals through videos and by following specific steps needed to insure the strategy is successful. Prior to presenting the Modeling Thinking Aloud strategy, Dr. Saphier stressed the complex nature of teaching. Other professions, such as law, engineering, and medicine have set standards and requirements. Doctors have to know all aspects of medicine, not just their favorites. A doctor cannot skip learning about blood pressure because it isn’t interesting. They must master a set of basic skills. Education has not established a set of specific skills as other many other professions. We have not identified the ‘must know’ strategies, even though we have research on what does make the difference in teaching and learning.
Modeling Thinking Aloud is one example. In order for the strategy to be effective a teacher must follow all steps as presented in the Skillful Teacher. * Modeling Thinking Aloud is a strategy that is not often used in America’s classrooms even though it is an excellent strategy to help students improve their thinking. It is comprised of ten steps. In order to be successful, it is important that each step be completed and in order. It is divided into two parts: Guidelines for Planning the Lesson and Guidelines During the Lesson.
The first four steps in planning the lesson include: 1. Identify the skill you want to teach and figure out the steps. 2. Select a task or example that requires the successful application of the skill. 3. Figure out the exact steps needed to complete the steps that students need to apply on their own at a later time. 4. Plan a think-aloud script as if you are a struggling student, making sure to anticipate any pitfalls and how to overcome them.
The last six steps are guidelines when a teacher presents the lesson to students. Step 5. Explain why the teacher is modeling the lesson and what the students should learn. 6. Model the skill. The teacher takes the role of a learner and the audience is the class. It is important that the students (audience) not interact with the teacher. The teacher then does a ‘Think Aloud’, going through the task making sure to ask questions, weighing alternatives and encountering difficulties, do false starts and self-corrections and above all else show persistence. 7. Debrief after completing the think-aloud and ask students to explain what they saw. 8. Record the steps and display them so students can refer to in the future. 9. Turn and Talk can be used for students to practice the Modeling Think Aloud. 10. The last step is to encourage students to use the process on other applications.
This method allows students to see how a ‘mind’ can think through a problem. To some students it is automatically understood because of their past experiences, but for many students it provides a new way of working through problems and provides many opportunities for future use. It helps students to feel ‘smarter’ and in fact they are! In some countries such as Singapore, the first years of school are focused on processes and thinking through problems. They know that a process can be adapted to many content areas and topics. It is an important tool for both teachers and students. To learn more go to www.RBTeach.com and select resources to get a complete set of the steps or go to videos and sign in to see teachers actually ‘Modeling Thinking Aloud’.
*2012 Research for Better Teaching, Inc. –One Acton Place – Acton,MA 01720-Phone 978-263-9449-www.RBTeach.com
