Worked Examples
Table of Contents
Bloom's Level
Use
Setting
Activity
Technology
Related Strategies
Description
Worked examples are step-by-step demonstrations with explanations that model how to complete a task or solve a problem. This instructional strategy allows students to study an exemplary solution that is similar to the types of problems or tasks they will complete on their own. Worked examples are typically used in STEM subjects (Science, Technology, Engineering, and Math), but they can also be used in history and English Language Arts. Worked examples are most effective when they are presented to students at the time new material is introduced, however, they can be used throughout the learning process. Teachers can create a worked example in real time by demonstrating how to perform a task step-by-step while explaining the rationale (similar to a think-aloud), or worked examples can be presented as completed, worked out solutions for students to examine.
When To Use It
As a learning strategy, use worked examples when you want students to:
- master a procedural skill and understand the goal and rationale for each step in the process
- develop a clear understanding of a process so that they are able to apply it to similar tasks
- recognize and address errors and misconceptions in their thinking
- become independent with a task more efficiently
- practice self-explanation
As an instructional strategy, use worked examples when you want to:
- scaffold instruction for novice learners
- introduce a procedural skill by focusing on the rationale for each step in the process
- introduce a concept by combining worked examples and self-explanation
- demonstrate and compare worked out examples with correct and incorrect solutions so that students may recognize errors in their own thinking
- assess students’ understanding of a procedure
How To Use It
Advance Prep
Whether you are presenting a completed worked example or demonstrating the steps for reaching a solution in real-time, you should write out and evaluate your worked example before presenting it to students.
When you create a worked example, consider the following:
- What do your students already know? How can you differentiate worked examples for novice and advanced learners? Remember, the goal is for students to be able to apply the process to new situations independently, so as students become more comfortable solving problems, you may want to reduce the amount of information in the example or remove them altogether.
- What information is most valuable for understanding the procedure and being able to apply it? Extraneous information will increase cognitive load and distract from the process at hand.
- What might a novice learner need to know to make sense of the process? How might they be thinking about this problem or task? Anticipate misconceptions and areas of confusion and address them in the example (or incorrect example).
- What visual aids (diagrams, animations, videos, etc.) might enhance the worked example?
Implementation
- Present the worked example to students when introducing a new concept or procedural skill. Have students study the model and then review it with them or demonstrate the process with explanations of each step. Explain the rationale and goal of each step.
- After presenting the example, have students reference the example as they complete a similar problem or task independently. When worked examples are interleaved with student practice, students learn better.
- As students complete a similar example, have them practice self-explanation to describe their thinking. Adding self-explanation is especially helpful when demonstrating concepts through worked examples.
- Continue to present a variety of worked examples to expose students to the different scenarios they may encounter.
- As students become more confident and proficient, remove the worked examples so that they can practice applying their understanding independently. If needed, students may reference worked examples to review material.
- You may also have students create worked examples to demonstrate their understanding of concepts and skills. For example, they can write out problem solutions with explanations, create diagrams with labels, or annotate essays.
Pros
- Help develop a clearer understanding of how a problem or task is completed by presenting an exemplary model of the solution
- Effective for students who have limited prior knowledge of a concept or topic
- Build students’ confidence in their ability to complete a problem on their own
- Reduce cognitive load so students can focus on the rationale of each step and how to apply the procedure to a similar problem or task
Cons
- Students may rely too heavily on copying the worked example rather than applying what they learned to a new task
- May hinder progress for advanced students whose time would be better spent completing tasks without support to reach mastery
- Including the right level of detail and chunking in a worked example may be difficult for teachers who do not understand the thought process of novice learners
Culturally Responsive Application
Teachers can demonstrate and explain how to solve a problem using language that resonates with their students to enhance clarity. Teachers can provide examples and explanations that are relevant to learner context and prior knowledge.
Emerging English Language Support
Worked examples employ a scaffolded approach with clear and deliberate communication which may be beneficial for all learners. Providing worked examples can be beneficial even in discursive domains such as literature.
Students with Disabilities Support
Worked examples is a way to model tasks and explicit, step-by-step instruction to solve specific types of problems may enable learners with disabilities to also follow along and develop their understanding. Worked examples can also be used as a correction guide during independent study allowing the learner to self-assess and identify points of error supporting their growth as an independent learner.
Subjects
All
Why It Works
Worked examples help novice learners because they provide specific information about how to apply domain principles to problem solving. They provide a step-by-step solution to a problem from which students can learn before they are able to solve problems independently (REF61). Worked examples should ideally be followed by a similar problem for the learner to practice their learning (REF62). The underlying assumption is that the extrinsic cognitive load from worked examples is lower than solving an open ended problem and thus by starting with worked examples and then fading support as students’ competency improves may prove to be cognitively beneficial (REF63).