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4.1 C3 Scaffolding. Worked Examples

Worked examples can reduce cognitive load for students by allowing them to learn from experts' mental models. The document recommends presenting a fully worked example, modeling each step and having students explain their understanding. A similar example with minor modifications reinforces concepts while showing flexibility. Partially worked examples that leave out routine steps can be used next. Independent practice should follow once students can accurately articulate and explain the process without relying on examples. Educators should consider students' expertise levels and learning needs.

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Noor Haleem
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56 views1 page

4.1 C3 Scaffolding. Worked Examples

Worked examples can reduce cognitive load for students by allowing them to learn from experts' mental models. The document recommends presenting a fully worked example, modeling each step and having students explain their understanding. A similar example with minor modifications reinforces concepts while showing flexibility. Partially worked examples that leave out routine steps can be used next. Independent practice should follow once students can accurately articulate and explain the process without relying on examples. Educators should consider students' expertise levels and learning needs.

Uploaded by

Noor Haleem
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

Activating hard thinking

Scaffolding: worked examples

Worked example: selection


Fully-worked and partially-worked examples reduce cognitive load and allow students to borrow
mental models from experts. Begin by identifying the objective features of a complex task or that
students should know and be able to use through the worked examples. Use the success criteria
technique to support this process.

Fully-worked example
Present the fully-worked example to the students. Give them time to read and verbalise their
understanding of the worked example by explaining each step or key feature to themselves or a
partner.

Model each step or feature of the worked example. Ask questions that assess understanding of
the order, the method, and the reason different elements are used; also check students’
understanding of how elements link to each other. (e.g., “What did the person do as a first step?
Could they have written…? Why was this phrase used here? What if…? Why combine…?”). Plan
these questions based on key concepts and knowledge as well as common errors.

Fully-worked example (practice if needed)


Select another worked example that has similar key features, but with a modification related to a
specific aspect (e.g., numerical values, context, or words). Ask students to identify similarities and
differences. Similarities will reinforce general ideas or methods while differences will show how
the model can work with different cases. This will help students know the basic steps and structure,
as well as allowing them to mimic the process.

Partially-worked examples
Select another worked example that is partially completed. Deciding which step to leave
incomplete will depend on a number of variables, such as if the step is routine or familiar to the
students, if the step requires less prior knowledge, or if the step is less taxing on students’ working
memory.

Independent practice
When students move towards thinking independently, consider the following: is the student being
consistently accurate? Is the student able to articulate and explain the process or key features
without relying heavily on the worked examples?

Things to consider
Where your students are in the learning journey
The level of expertise of your students
How many of the different types of worked examples are needed for each student

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