1. I systematically model both executive management and strategic knowledge metacognition about teaching, which includes explaining what I am doing (or have done), why and how. Frequently I think out loud so preservice teachers can observe me, as an expert model:
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2. Scaffolding involves providing support (models, cues, prompts, hints, or partial solutions) to students to bridge the gap between what students can do on their own and what they can do with guidance from others. When beginning to teach students to perform a new task, often the teacher (expert) completely guides the student's activity, modeling how to perform the task. The student observes the teacher and does little independent thinking at this point, other than reading relevant material and observing the teacher's behavior. Once internalized, the student can copy the expert's thinking/learning strategies and apply them to his/her own academic work.
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