I have seen teachers explicitly model a mathematical concept (e.g., using the standard algorithm to add two digit integers).
I have seen teachers engage in a think-aloud modeling their thought process while engaging in a mathematical task (e.g., using the standard algorithm to add two digit integers).
Is there a difference at all? Is the major difference here that the explicit modeling of the steps (i.e., first scenario) is more focused on behaviorist principles and the second scenario is more focused on cognitive strategy training? When would you decide which approach to use?
Hi Corey and Andrew... Sorry, I've just seen this today, I think that modelling implies "this is how to do it" - whereas, Think alouds suggest "this is how I do it" (with the emphasis on I!). I agree that too much at once can be overload, it's important to remember that! A couple of suggestions might be that the teacher could explicitly model first, and qualify the modelling with this is ONE way to get a solution, implying there are other ways? In mathematics, there can be different strategy steps to arrive at the same final answer... Some students may already have an alternative successful cognitive strategy, and they may be able to "think aloud" and show the teacher and other students their thinking steps? (They may not all be able to do this?) Teachers could ask students if they have an alternative method that has worked, and/or for volunteers to think aloud. So, for me "think aloud" is about "my personal way of doing this task" (inside my head), and modelling is more about the "generic best/successful method"? At the end of the day, we can't really "get inside" someone's head - so I think the teacher's skill is in knowing when to use each of these? And, I believe that depends on the context, skill sequence, and existing students' knowledge? Hope this is helpful? best, Gail
Thanks Gail! I appreciate the comment. I do wonder if the "do it this way" approach is less effectiv than a mock "here are my thoughts while solving" approach.
Hi Corey, I think that's a research question! I've just been reading about elaborative interrogation - as an instructional strategy... Basically, this is about making inferences and/or justifying your thinking, probably an extension of think aloud? By asking WHY questions - students/learners might link the what they're reading/working out (in math) to a memory (of a previous event or solution), and some studies suggests that this can also improve memory? This was in a paper by Dunlovsky et al in 2013, along with what they called "self explanation" - which, from my reading - seems really close to "think aloud"? hope this is helpful? I don't have lots of answers - my only strategy is to keep learning myself! And sometimes, there isn't a clear answer or a single way, so having multiple solutions tends to "muddy the waters", maybe?
I recommend this article: Hennessey, M. N., Higley, K., & Chesnut, S. R. (2012). A new paradigm for mathematics education: Persuasive pedagogy in action. Educational Psychology Review, 24, 187-204.
Dr. Hennessey is at the university I currently work.
It sounds similar to some of what you are describing above
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