Modelling Talk – Teaching Students How to Learn Through Dialogue
Students don’t just “know” how to discuss — they learn it because you show it.
1️⃣ Why Modelling Matters
Students learn what they see, not just what they’re told. When teachers model aloud how to explain, question, and listen, outcomes rise across subjects. In Bangladesh’s large, teacher-led classrooms, modelling preserves order and builds curiosity.
- Oral-language approaches typically add +6 months’ progress (EEF).
- Programs like English in Action found confidence and clarity improve when teachers model language use.
- Dhaka pilots (2025) saw better written reasoning when teachers modelled short “turn-and-say-why” routines.
“Students learn to talk by hearing talk — and to think by hearing thinking.”
Quick example: “Watch how I challenge politely: I see it differently because… Calm tone, short sentence. Now you try with your partner.”
2️⃣ The Active Ingredients of Modelling Talk
These six ingredients turn teacher talk into teaching talk. Miss one, and the strategy loses power.
| Active Ingredient | Why It Matters | What It Looks Like in Practice |
|---|---|---|
| 1️⃣ Clarity – Make the goal visible | Students can’t copy what they can’t see. When you name the skill — “Watch how I give a reason” — you turn invisible learning into something students can grasp. | Before: “I’ll show how to give a reason.” During: “That’s reasoning — notice the word because.” After: Label it on the board — Talk Focus: reasoning. |
| 2️⃣ Visibility – Show your thinking, not just your answer | Students must hear how thought unfolds. Thinking aloud exposes the path, not just the destination. It demystifies expertise and invites imitation. | Narrate decisions: “I’m checking this because … If that’s true, then …” Write steps or underline connectives as you speak. |
| 3️⃣ Repetition – Build fluency through small, predictable cycles | Habits form through rhythm. A one-off demo won’t change behaviour; daily micro-practice will. | Use the same routine each day for two weeks: “40 seconds — swap.” Keep timing and phrasing identical until automatic. |
| 4️⃣ Feedback – Name what worked, not just who spoke | Specific praise anchors progress. “Good discussion” is meaningless; “You built on your partner’s idea — that’s progress” makes it repeatable. | Pause mid-lesson: “Listen to how Fatima invited her partner — that’s listening.” After: “What made our talk work today?” |
| 5️⃣ Safety – Comfort before challenge | Talk fails when students feel exposed. Safety means structure, predictability, and trust. | Begin with whisper partners; praise effort not polish. Model your own errors: “I lost my words — that happens to everyone.” |
| 6️⃣ Purpose – Keep talk anchored to learning | Talk must serve thinking, not fill time. Students value it when they see how it helps them understand. | State purpose: “We’re talking to test our reasoning before writing.” End: “What did this talk help you figure out?” |
3️⃣ How Talk Develops – The Progression Ladder
Talk grows through deliberate modelling. As students mature, shift from showing basics to coaching independence.
| Stage | Typical Age / Phase | Focus of Modelling | Core Skills | Teacher Role |
|---|---|---|---|---|
| 1. Foundations | Early Years–Lower Primary | Turn-taking, listening | Full sentences; polite waiting | Demonstrate physically; props and gestures |
| 2. Participation | Upper Primary | Giving reasons, asking questions | “Because…”, “Can you explain…?” | Think-aloud; paired routines |
| 3. Exploration | Lower Secondary | Building on and challenging ideas | “Adding to…”, “I see it differently…” | Model reasoning aloud; manage groups |
| 4. Argument | Upper Secondary | Evaluating and defending views | “The strongest reason…”, “On balance…” | Model debate tone and summary |
| 5. Independence | A-Level/Post-16 | Leading and reflecting on dialogue | Chairing, probing, synthesising | Step back; coach reflection |
Move up when students handle the previous stage fluently — it’s about readiness and trust, not just age.
4️⃣ Exemplifying Effective Modelling – From Script to Classroom
Show → Name → Try → Notice. Students need to see the behaviour, hear the language, practise safely, and be noticed for doing it right.
Set in real Bangladeshi classrooms — 50 students, fixed benches, ceiling fans humming, whiteboard marker half-fading.
A. Modelling Listening – Turning Silence into Attention
Why it matters: Without listening, talk becomes a race to speak, not to think.
Set the scene: Grade 5 English, Rajshahi. Question asked; ten hands up.
Teacher script & moves
“Hold your ideas. Watch what good listening looks like.”
“Rafi, share your idea.”
“So you think he ran because he was scared of being caught. Did I get that right?”
“That’s listening — hearing, pausing, repeating. Now: A speaks 20s; B begins ‘So you’re saying…’ — then swap.”
If students struggle: “I’m not giving my idea — I’m showing I heard yours.”
How to know it’s working: You hear “So you’re saying…” before replies; paraphrases are accurate.
B. Modelling Reasoning Aloud – Making Thinking Visible
Why it matters: Students need to see thought in motion.
Set the scene: Secondary Science, Dhaka. Comparing two experiment setups.
Teacher script & moves
“Let me think this through aloud. If we increase the surface area, the rate should increase, because more particles are exposed. So I’ll predict Experiment B will be faster.”
“Notice because — that word shows reasoning. Your turn: which will be faster, and why?”
Board cue: I think … because … (circle because in red)
If students struggle: Ask, “What’s your because?” Or: “Give one reason only — no full sentence yet.”
How to know it’s working: Writing includes because / so / therefore; students self-correct to add reasons.
C. Modelling Respectful Challenge – Teaching Disagreement Without Conflict
Why it matters: Challenge drives reasoning when it’s safe.
Set the scene: Class 8 History — “Which reform had the greatest impact?” Answers repeat.
Teacher script & moves
“I’m going to disagree politely to show what learning sounds like.”
“I see it differently from Amin because the education reform affected more families.”
“Hear my tone — calm, short, no ‘you’re wrong’. Now in pairs: one gives an idea; the other starts with ‘I see it differently because…’.”
If students struggle: “Pause. We challenge ideas, not people. Softer voice, try again.”
How to know it’s working: You hear “Adding to what Rina said…” instead of “No, you’re wrong.”
D. Modelling Self-Regulation and Tone – Keeping Talk Safe
Why it matters: Calm language keeps learning on track in noisy, high-pressure rooms.
Set the scene: Class 7 Maths. Group can’t agree; chatter builds.
Teacher script & moves
(Raise hand slightly, soften tone.) “Let’s take a breath — we’ll fix this.”
“I made a small mistake too. Let’s look again.”
“See? Calm voice. Try with your partner: if you disagree, breathe, then start with ‘I think another way could be…’.”
If students struggle: Post a tiny cue card: Calm → Clarify → Continue. Practise tone weekly as a 60-second warm-up.
How to know it’s working: Noise drops faster; groups reset without your prompt.
E. Modelling Summarising and Linking – From Talk to Learning
Why it matters: Closure converts talk into understanding and bridges to writing.
Set the scene: A-Level Economics, revision on inflation.
Teacher script & moves
“I’ll show a 10-second summary: So, we think inflation rose because demand was high and wages didn’t keep up — agree?”
“Now each group gives their So we think… sentence.”
Board cue: So we think … (add 3 prompt words, e.g., demand – wages – prices)
If students struggle: Require the 3 prompt words in the sentence.
How to know it’s working: Notes begin with We think… / Our conclusion is… and reflect group reasoning.
From Modelling to Lesson Design – Making Talk the Engine of Thinking
Modelling is where change begins — but it’s not where it ends. Once students have seen and tried the language of reasoning, listening, and respectful challenge, the next step is to weave that talk into lesson design itself.
When teachers move from “modelling moments” to “thinking talk” embedded in planning, talk stops being an add-on — it becomes how learning happens.
💬 “We model talk so students can use it not just to speak — but to think, plan, and learn.”
In the next part of this guide, we’ll explore how purposeful discussion can:
- Help students plan their approach before starting a task
- Support them to monitor their understanding while learning
- Encourage them to reflect and evaluate their thinking afterwards
This connects classroom dialogue directly to metacognition — the habits of planning, checking, and adapting that underpin lasting learning.
As you close this section, remember:
- Every time you model reasoning, you build self-regulation.
- Every “I think because…” becomes the seed of independence.
- The goal isn’t perfect talk — it’s thinking aloud, together.
🪜 Next: Lesson Design for Thinking Talk – Planning, Dialogue, and Metacognition in Action
How to embed purposeful discussion into lessons and help students use talk to plan, monitor, and reflect on their own learning.
