EduTip 12: Model EVERYTHING.

The Cult of Pedagogy Podcast

Jennifer Gonzalez

Education, Teaching, Instruction, Classroommanagement, Educationreform

4.8 • 2.4K Ratings

🗓️ 24 April 2022

⏱️ 6 minutes

🔗️ Recording | iTunes | RSS

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Summary

There are so many things we ask our students to do in school that they would do so much better if we just modeled it for them. While modeling is already probably a strategy you're using to teach some concepts, you probably could be using it a whole lot more, and getting more from your students as a result.

You can find full written versions of these tips at cultofpedagogy.com/edutips.

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Thanks to Stash101 for sponsoring this episode.

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Transcript

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0:00.0	Welcome to EduTips, a side project of the Cult of Peticody podcast where I share one quick idea to make your teaching better.
0:07.5	This is Jennifer Gonzalez and I am your host.
0:10.5	This EduTip is sponsored by Stash 101.
0:13.5	Stash 101 is a simulated online classroom economy and personal finance platform that's easy to set up,
0:20.0	customizable to educators needs and completely free.
0:23.5	Students learn real world skills and earn real world rewards while helping educators manage classroom tasks effectively and efficiently.
0:31.5	Not only does Stash 101 build student engagement and foster a positive classroom culture, it teaches essential personal finance skills through experiential learning.
0:41.5	Over 20,000 K through 12 educators are already using Stash 101.
0:46.5	Elementary and middle schools use the simulated online classroom economy as a behavior management solution.
0:52.5	High schools use it in economics, business, entrepreneurship, math, life skills and career and technical education courses to create highly engaging and hands-on learning experiences.
1:04.5	Learn more and create your free account at stash101.com.
1:09.5	Today's EduTip is model everything.
1:13.5	Here's a situation I found myself in all the time as a teacher.
1:17.5	I would plan some kind of task for students, say it was something pretty standard like working in pairs to complete a graphic organizer from some text we were reading.
1:28.5	And we'd get started and I would walk around the room and some students would be doing it the way I pictured it in my mind.
1:36.5	The size and neatness of their writing, the amount of writing they put into the organizer, even how they were working with both partners contributing their thoughts,
1:45.5	coming to a consensus and then writing the stuff down.
1:49.5	But other pairs, not so much.
1:52.5	Some were writing huge letters in the organizer so it took almost nothing to fill each cell.
1:58.5	Some were writing long, complete sentences that overflowed each cell.
2:02.5	Some seemed to be fighting over the organizer, snatching it back and forth to write different things.
2:08.5	And others just kind of sat there, saying they didn't get it.
	...

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