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<p>This New Zealand-based inquiry investigates modelling as an instructional component of writing pedagogy in upper primary schools. As part of a large mixed methods study of writing instruction by a group of exemplary teachers (<i>N</i> = <i>9</i>), we inquired into the occurrence, operationalisation and relative benefits of teachers using each of the recognised modes of modelling (<i>co-constructing texts with students</i> and <i>sharing and discussing text models with students</i>) within a classroom writing programme. Results indicated that both modelling modes occurred in a high proportion of observed lessons. Learners appeared to benefit from teachers’ use of both modes (often in relation to differentiated learning needs and task challenges) but the use of the first mode (<i>co-constructing texts with students</i>) appeared to generate a higher level of learner gains than the use of the second mode (<i>sharing and discussing text models with students</i>). We noted an association between effective modeling by teachers and strategic use of high cognitive demand questioning, especially when using the first mode. We also noted an association between mastery of particular writing genres and the use of each of the two modes. The findings are illustrated in detail by examples of authentic teacher practice, offering guidance to researchers as well as teachers.</p>

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Modelling as an instructional component of writing pedagogy in the upper primary school: what does it look like and how important is it?

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  • 发表日期：

    2025年4月2日

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  • Murray Gadd,
  • Judy M. Parr

摘要

This New Zealand-based inquiry investigates modelling as an instructional component of writing pedagogy in upper primary schools. As part of a large mixed methods study of writing instruction by a group of exemplary teachers (N = 9), we inquired into the occurrence, operationalisation and relative benefits of teachers using each of the recognised modes of modelling (co-constructing texts with students and sharing and discussing text models with students) within a classroom writing programme. Results indicated that both modelling modes occurred in a high proportion of observed lessons. Learners appeared to benefit from teachers’ use of both modes (often in relation to differentiated learning needs and task challenges) but the use of the first mode (co-constructing texts with students) appeared to generate a higher level of learner gains than the use of the second mode (sharing and discussing text models with students). We noted an association between effective modeling by teachers and strategic use of high cognitive demand questioning, especially when using the first mode. We also noted an association between mastery of particular writing genres and the use of each of the two modes. The findings are illustrated in detail by examples of authentic teacher practice, offering guidance to researchers as well as teachers.