When evidence of a misconception such as incorrect calculations exists because of an incorrect process, we can examine the process as a way to discuss how conceptual misunderstandings contribute to those calculations. When we create new procedural understanding from correct conceptual frameworks, “Name the Steps” effectively breaks down complex skills by identifying discrete steps and putting them in a clear and logical order (Lemov, 2015). In the face of a misconception, though, this instructional delivery method is insufficient because continuing to name steps simply forces students to label what they must do rather than profoundly understand how a process functions. Modeling the process, therefore, focuses on conceptual underpinnings within processes themselves for students to correctly solve not just one task or in a single scenario yet any task or scenario.
Like “Name the Steps,” break down the process again in a clear and logical order yet in between each attend to how concepts are embedded within the process itself. Invite students to share the cognitive load as you model the process through questioning. Below is that structure and an example script a teacher may use that incorporates the characteristics above:
| Process | Sample Script |
| Step 0: Establish a Purpose for Modeling |
“I’m noticing the way we’re describing how we divide a three-digit dividend by a two-digit divisor using an algorithm is not yet precise. Let’s solve this task [writes 330 ÷ 12]. How would you describe this task verbally?” [Accepts answers and underlines ‘How many groups of 12 can fit into 330?’] “When I model how to find the number of groups of 12 that fit into 330 using a division algorithm, listen to how I’m describing what’s happening and be ready to share your ideas along the way.” |
| Step 1: Model & Summarize |
“The value 330 can be written as 300 + 30. How would this change how we use this algorithm?” [Finds the quotient of 300 and 12 as well as 30 and 12.] “What did we find?”
[Focuses dialogue on the concept of place value as it applies to the dividend.] |
| Step 2: Model &
Summarize |
“If we combine the quotients of 300 and 12 & 30 and 12, would the sum be the same as the quotient of 300 and 30? Why'' [Finds the sum.]
“Express the value 27.5 in the context of this task.” [Focuses dialogue on the concept of place value as it applies to the divisor.] |
| Step 3: Model & Summarize |
“If we find the quotient of 330 and 12 without using partial quotients, what do we expect will happen?” [Finds the quotient.] “Summarize what we did together with your partner.” [Focuses dialogue on the concept of place value as it applies to the task.] |
| Step X: Practice & Transfer | “With a partner, create a 4-digit dividend and a two-digit divisor. Find the quotient using the standard algorithm and be prepared to share how the place value of digits in the algorithm can be expressed.” |
Source: Lemov, D. (2015). Teach like a champion 2.0. San Francisco, CA: Jossey-Bass.
Implementing Model the Process in the moment, as opposed to pre-planned, requires you to determine: