30 January 2022


Whole School CPD Focus:

Purposeful Writing (Explaining and Modelling)

Walkthru Cluster:

Explaining and Modelling



Worked Examples and Backward Fading (Pg. 68)




One of the ideas emerging from Cognitive Load Theory is that novices learn more by looking at a series of worked examples than if they try to solve them independently.  Why?  Because the cognitive load is reduced if we learn the overall method rather than trying to apply it to a particular question. Once we know the method, it is easier to apply successfully. So teachers need to provide enough worked examples.  The backward fading method provides a good model for moving from guided to independent practice through worked examples.


So what are the five stages of Sherrington’s Walkthru?


Stage One: Example 1 – Fully worked to introduce the method or ideas

Introduce the first example to a question that you are aiming for students to answer.  Once attention is secured, go through the answer on the board, talking through what you are doing as you write.  Modelling it live is more effective than pre-preparing an answer.  With the answer on the board, talk through each of your steps to ensure that students understand WHY you did it.  At this point, check for understanding by asking questions such as, ‘What did I do here?’ and, ‘Why did I choose to write that phrase?’ or, ‘Why did I do this stage first before that one?’


Stage Two: Example 2 – Fully worked for reinforcement


Repeat the process with another example. At this point, be careful to highlight the ways in which this question is similar to the first example and ways in which it is different.  The similarities should help to reinforce the method that you are teaching.  The differences should illustrate how the method works in different cases. In order for this stage to be successful, be sure to narrate your thinking and check understanding: ‘How is this example the same/different from the first example?’


Stage Three: Example 3 – Partially worked for students to finish off

This stage does what it says.  This time, introduce a question and begin to answer it.  Perhaps do the first couple of lines of a maths problem or start the first section of a PETACL English Literature paragraph.  Follow the pattern or procedure you introduced in the first two examples.  Give students time to complete the question and then check the answers for errors, variations or misunderstandings.   You will be able to work out where, within the method, problems or weaknesses arise.


Stage Four: Example 4 – Cued start for student completion

Students should now be ready for a practice phase.  Initially, set one or more questions of the same type as the examples.  Provide information so that they are cued (i.e. where you have started them off or signalled the way to begin).


Stage Five: Example 5 – Completed independently

When students are ready, set one or more questions of the same type that you have modelled.  Students are to undertake the whole thinking process independently.  Stress the need to follow the modelled examples.  Follow up with self-assessment, checking for accuracy including process questions to verify that methods are understood and are being followed.  Include questions of varying difficulty to ensure that students really have a secure understanding of the method modelled.


As Year 11 secure exam technique, this Walkthru provides a structured way of ensuring that support is offered allowing students to feel confident; it then allows this support to be removed in a controlled and timely manner, moving students towards independence.


CPD Cascade

Please complete one of the two CPD modules by the end of January (JHA)


Sexual Harassment and Gender Stereotyping

Free online training to tackle sexual harassment, language and gender stereotyping.



Understanding the New DfE Report on Sexual Violence and Sexual Harassment Between Children in Schools and Colleges 2021



National College

Remember that there are subject-specific watchlists available in National College.


Free Sessions – VSH



Wednesday 2nd February 3.30pm

Communicating with Children in Distress

Friday 4th February 9.30am

Supporting Children Following Loss and Bereavement

Wednesday 9th February 3.30pm

Understanding and Promoting Resilience in Children and Young People

Wednesday 23rd February 9.30am

How to Support Staff Wellbeing and Organisational Resilience

Wednesday 23rd February 3.30pm

Understanding Mental Health and Adverse Childhood Experiences

 Wednesday 2nd March 3.30pm

Understanding and Supporting Children With Anxiety

 Wednesday 9th March 3.30pm

Building Better Relationships Through Understanding Attachment

 Friday 11th March 9.30am

Communicating with Children in Distress

Wednesday 16th March 3.30pm

Understanding and Promoting Resilience in Children and Young People

Wednesday 23rd March  9.30am

Trauma-informed Working in Schools

Wednesday 23rd March 3.30pm

Supporting Children and Young People with Low Mood and Depression

Friday 25th March 9.30am

Supporting Children Following Loss and Bereavement







Posted by Rachel Long

Category: Teaching and Learning Digests

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