Teachers teach. We also demonstrate. And empirical study of teaching suggests that teachers who demonstrate can aid their students’ learning.
In the chapter Learning from Worked Examples: How to Prepare Students for Meaningful Problem Solving in the psychology text Applying Science of Learning in Education, the author shows how worked examples, where the teacher or a leading student shows how to solve a problem, can speed learning.
To be effective, though, worked examples should show both the problem and how to solve it. The teacher or other demonstrator should make the principles, procedures, protocols, or heuristics evident. Worked examples are not simply a matter of racing through a problem to the solution. Instead, the teacher shows each step in order and how it leads toward the solution.
Properly designed worked examples can even speed learning beyond problem solving. Worked examples can show students principles, protocols, and strategies that they do not yet know how to apply. Worked examples free students of the cognitive load of generating solutions so that they can acquire the principles and strategies for their own problem solving. Having students explain worked examples, in groups or pairs, can add to their benefit.
Do you use worked examples? If so, do you have students explain your methods and solutions to other students to clarify and confirm your methods? Please share your thoughts with the community.