Developing practice

This part of the unit explores how to develop your practice in using two key modelling processes:

accommodating different learning styles;
developing talk as a language for learning.

Both of these are described within the context of modelling to clarify how to develop and improve skills, though they can also be used in other contexts.

Select each tab below in turn to examine each of these key areas and develop specific techniques in modelling.

Learning styles

Pupils learn in a variety of ways and therefore need the modelling process to accommodate a range of learning styles. A combination of visual, auditory and kinaesthetic demonstration accompanied by oral commentary entices all pupils. It is important to remember that all pupils need this mix of learning styles: it is not appropriate to label individual pupils as ‘visual’ learners and then provide all their learning through visual modelling. Rather, look to provide all learners with a range of stimuli so that the modelling can stretch the way they understand key points of learning.

Look again at the blues lesson in Video 4a, noticing the way in which the teacher uses different visual and oral prompts within the modelling episode. Some pupils with special educational needs benefit from having processes modelled in a clear and concrete way and where strategies such as ‘no hands’ are employed to ensure that they feel included.

Modelling that caters for a variety of learning styles will support the development of independent learners. This results in pupils who are aware of the learning sequence, know how to tackle the challenge and can think of solutions for themselves.

See Activity Resource 3a Microsoft Word 2mb to see an exemplar listening activity which enabled pupils to engage with the task in different ways using written language, symbols, card sorts and physical modelling. Such a combination has particular benefits for pupils learning English as an additional language.

You could then:

develop your exploration of how to accommodate different learning styles by reading more;
look at the other tab within this section of the unit (recommended);
continue with this unit by considering common challenges in modelling.

Developing talk

The Strategy’s Literacy across the curriculum training materials (DCSF 0235/2001) emphasise the importance of modelling in developing the skills of speaking and listening and writing. All music teachers have a specialist vocabulary and ways of expressing conventions, processes and devices that are important to support understanding of a range of musical concepts. Critically the proper use of this vocabulary can also help pupils to articulate how they can improve their learning.

By orally rehearsing and talking through their demonstration sequence, teachers model the use of this specific vocabulary and encourage pupils to use it in their own talk. Opportunities for pupil talk are essential, as considerable time is required to internalise the language for learning and cement understanding of the skills or processes being discussed.

Case study 2
Modelling – encouraging pupil talk Over the last year, pupils from a Year 8 mixed-ability class have performed a number of songs in a variety of styles and genres. Using a checklist provided by the teacher, they identify a range of features and characteristics of each song. Working in small groups, they then are asked to select one preferred piece to talk about to the whole class, justifying their choice. The teacher models this process by choosing an additional song and explaining, using appropriate musical vocabulary, why the choice has been made, giving illustrations from the piece. This models how pupils can use language to evaluate music and justify opinions. In their groups, pupils practise using language in an accurate and persuasive way. They give group presentations and respond to the presentations of others.

Case study 2

Modelling – encouraging pupil talk

Over the last year, pupils from a Year 8 mixed-ability class have performed a number of songs in a variety of styles and genres. Using a checklist provided by the teacher, they identify a range of features and characteristics of each song.

Working in small groups, they then are asked to select one preferred piece to talk about to the whole class, justifying their choice. The teacher models this process by choosing an additional song and explaining, using appropriate musical vocabulary, why the choice has been made, giving illustrations from the piece. This models how pupils can use language to evaluate music and justify opinions.

In their groups, pupils practise using language in an accurate and persuasive way. They give group presentations and respond to the presentations of others.

Study Activity Resource 3b Microsoft Word 42kb to see how language use can develop musical understanding. Although this is a resource primarily designed to show how Bloom’s taxonomy can be used as the basis for a listening activity, notice the range of musical and expressive vocabulary in the pupils’ answers. This had been effectively modelled in the teacher-led writing at the start of the lesson.

You may also want to try Task 6 (Teaching sequence for modelling the use of a musical vocabulary) which helps you to plan a specific modelling opportunity to improve the use of a musical vocabulary.