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How to Accelerate Student Learning with Worked Examples

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How to Accelerate Student Learning with Worked Examples

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Worked Examples | A Simple Way To Accelerate Student Learning

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How to use worked examples in the classroom

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How to use worked examples in the classroom

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Using worked examples in the classroom can be an incredibly effective learning tool for your students, helping to reduce cognitive load and support skill development.

As a high-impact teaching strategy, including worked examples in lessons focuses students on the learning process, rather than the result (1). And when students stop focusing on the answer and spend time understanding the process, magic happens.

In this article, we'll look at the benefits of using worked examples, before providing you with some ideas for tasks you can use in your classroom.

But first:

What are worked examples?

Learning by example has been used to pass on knowledge for centuries. When we refer to 'worked examples' we're talking about step-by-step demonstrations of the stages needed to solve a problem or complete a set task (1).

This strategy is often recommended by cognitive load theory, as it helps students acquire new knowledge with as little mental effort as possible (2). Based on the "borrowing and re-organising principle"-an inherent way of processing information-this approach helps students borrow new information from their teacher, and re-organise it with any prior knowledge before moving it into their long-term memory (3).

Doing this allows students to gain new content and skill knowledge, which can be transferred to other similar problems-which is something we want students to be able to do independently and confidently (4).

Typically, educators will work through a worked example as a whole class or small group strategy and explain each step along the way. From here, students can use these worked solutions to tackle other tasks and problems. This is particularly helpful when they are completing homework, doing independent review, or trying to gain more confidence (1).

This strategy is notably beneficial when teachers use a series of worked examples that increase in difficulty, as it helps students master the content as it becomes more challenging and complex (1).

Advantages of worked examples

There is a large body of evidence supporting worked examples as a way to reduce students' cognitive load and therefore their ability to understand and solve similar problems (5).

This becomes known as the "worked example effect" which states that after studying similar problem structures, students were able to replicate the problem-solving process on other questions (5).

However, there is ongoing debate amongst educators around the efficacy of this pedagogical approach on subjects containing structured problems. For example, in mathematics, as opposed to more open-ended subjects such as English and History (5).

Mathematical-based subjects

The worked example effect can help improve students' ability to solve mathematical problems. Barbieri et al. (9) found that worked examples improved students' equation-solving ability and, of particular significance, their ability to anticipate errors when solving similar types of problems.

Similarly, Perez's (5) research also found that using worked examples helps students gain mastery for solving comparable problems. And in turn, reducing time spent on future problems, limiting trial and error methods, and having no statistically significant impact on further mistakes. This meant students were able to tackle known and unknown questions without additional errors and in a much faster time!

Open-ended subjects

But what about in subjects where the answers are not black and white, but may be various shades of grey?

Rourke and Sweller (6) looked at the effect of worked examples in art class. Here, they found that worked examples help to reduce student cognitive load and support students to solve problems more efficiently. This is based on the principle that students new to a topic or subject matter lack the required prior knowledge and lexical language required to tackle the task, therefore forcing their working memory into overdrive (6).

In addition, research has been conducted in the subject of English, where students are regularly required to write essays. The content knowledge for an essay is one aspect, but students also need the necessary skills on how to write a complete and powerful essay. Kyun et al. (7) found that using model essays as a form of worked examples helped students' overall writing and understanding. In addition, they found that this was particularly helpful for students who found the content more challenging and may be a good strategy for differentiation (7).

Implications

Let's put the research together. No matter what type of subject you're teaching, or the nature of the tasks you provide your students, using worked examples will help learners:

understand the content more easily

and, be able to translate this knowledge into other unseen problems.

While sometimes asking students to figure it out on their own makes sense, helping students recognise patterns and understand the learning process can be a more enjoyable way to teach and learn.

Using worked examples in the classroom

Modelling examples

Modelling examples are where the educator illustrates how to solve a problem or complete a task. This can be either in person as a whole class strategy, used for small group differentiation, or pre-recorded and uploaded to online learning platforms for students to watch and re-watch.

This strategy can be particularly useful for both content and skill acquisition. For example, modelling examples can be used to solve a mathematical problem or identify key skills needed to correctly analyse sources in History class.

You see, you do

Rotating between worked examples and independent questions is a great way to build confidence in students, check for misunderstandings and provide formative feedback (8). It also allows students to immediately practice what they have learnt, removing the need to recall a large amount of information and problem-solving strategies at once (8).

Tip
If you find that the worked example is quite long and overbearing, you can always break it down into smaller, more manageable chunks. By doing so you may start by modelling the first step of the problem and then ask students to do the same before moving on to the next step!

Faded examples

If you feel that your students are ready to take a more challenging step, faded worked examples might be the right strategy for your class.

Eventually, you want students to move away from worked examples and develop the necessary problem-solving skills to tackle any unseen problem without aid. To do this, you can fade out worked solution steps for students to then deploy their critical thinking skills and fill in the gaps (9).

Start by simply removing a portion of each step, or some steps entirely. Do this slowly until your students no longer need the scaffold (8). You may find that they need to go back and use some earlier worked examples and that's okay! In doing this, they are identifying a learning gap and working to close it.

Make mistakes-on purpose!

If you have taught even one lesson in your life you'll know students love to point out when you've made a mistake. So if it gives them great joy, why not turn it into a learning experience?

As students progress with their understanding, you can include worked examples where they need to identify any errors (8). Using work from previous years is an easy way to do this. You could also demonstrate low, medium and high-scoring work which serves to scaffold current student attempts.

This approach can also open up any discussions around common whole-class misunderstandings or frequent errors, allowing educators to address issues early and on a large scale.

Final thoughts

Rather than throwing students into the deep end and asking them to swim without giving them a kickboard, worked examples will help them develop the necessary skills to approach all different types of questions of varying difficulty. In addition, it helps build their confidence which is always a joy to see.
Keen to implement high impact strategies in your classroom? But not sure where to start? Discover the ultimate guide to HITS-an exploration of ten high impact teaching strategies, condensed into short chapters and paired with practical tips, tricks and templates to embed into your teaching instruction. Sarah-Eleni Zaferis (Bachelor of Education and Science) writes on all things pedagogy, teaching strategies, student and teacher wellbeing. As a high-school educator herself, she is passionate about exploring the ways that educators can put time back in their day while boosting student engagement, motivation, and academic achievement.
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How to use worked examples in the classroom | Atomi

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Using worked examples in the classroom can be an incredibly effective learning tool for your students.

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Worked Examples in the History Classroom 

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Worked Examples in the History Classroom 

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One-pager that gives info about the What, Why & How of worked examples in a History Classroom

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Example of a Worked in Example in History Classroom 

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Example of a Worked in Example in History Classroom 

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Here is a blog post by a teacher that uses "I Do, We do, You do" alongside a worked example to help his students independently write paragraphs in a history class.

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Recently I shared one of my approaches to guided practice/modelling, using the I, We. You backwards fading approach. This example was from a Y11 lesson covering the 8 Mark Source Utility question i…

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A web app that can be used to effectively demonstrate correct handwriting technique. With useful features such as Loop and Trace, stand back and watch the handwriting teach itself!

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Think Big with Think Alouds: A Three-Step Planning Process That Develops Strategic Readers (Corwin Literacy)

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Amazon.com: Think Big with Think Alouds: A Three-Step Planning Process That Develops Strategic Readers (Corwin Literacy): 9781506364964: Ness, Molly K.: Books

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Introducing Think Alouds through Sentence Starters - Learning Ally

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In this video, the teacher introduces and models think-aloud using the sentence starter “I’m getting the sense that...” with a familiar text during a class read. Students are prompted to practice the think-aloud strategy with partners and share their thinking with the group. Students are then encouraged to continue practicing during independent reading.

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You can find every episode of Melissa & Lori Love Literacy right here on this page starting with the most recent episodes. You can even search below for any guests or topics you are interested in to find all the episodes you want to listen to!

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Melissa and Lori Love Literacy is a podcast for educators interested in learning more about the science of reading, knowledge building, and high-quality curriculum! Join Melissa and Lori as they tackle new ways of thinking about how to teach reading and writing. Guests include literacy researchers and experts, teachers and leaders, parents and advocates.

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Making the most of your read Aloud - Molly Ness

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Worked Examples: MIT Teaching & Learning Lab

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Worked Examples: MIT Teaching & Learning Lab

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1. Home

2. How People Learn

3. Worked Examples

What are worked examples?

Worked examples are step-by-step illustrations of the process required to complete a task or solve a problem. In a worked example, students are provided with the task or problem formulation, the procedure or the step-by-step process for solving the problem, and the solution. When using worked examples effectively, instructors engage students in self-explaining these procedures or solutions, encouraging them to reflect more deeply on the principles illustrated in the worked example. Worked examples can be designed to teach well-structured tasks, such as applying Newton's Second Law, as well as more ill-structured tasks, such as constructing an argument, modeling biological pathways, or devising a mathematical proof (Renkl, 2023).

Worked examples are useful in the initial acquisition of cognitive skills because they allow students to understand principles and their applications more deeply before applying them on their own (Renkl, 2014b). Worked examples have shown to be particularly effective for novice learners, who may experience high levels of cognitive load when learning new concepts and procedures simultaneously (Renkl, 2014a). In fact, worked examples tend to be more efficient and effective for initial skill acquisition compared to problem solving (Renkl, 2014a). If designed well, worked examples can provide models for learners to follow when tackling similar problems, allowing them to transfer knowledge from one task to another (see Caveats section below).

Worked examples can be applied to a wide range of disciplines and contexts beyond STEM.

Worked examples can be created for any procedural task. For instance, in the field of law, worked examples have been used to teach students how to reason through legal cases and construct legal arguments (Nievelstein et al., 2013; Schworm & Renkl, 2007), while worked examples have similarly been used to assist learners in understanding negotiation strategies (Gentner et al., 2003). In language and literature, worked examples can be used to help students write essays or understand different writing styles (Kyun et al., 2013), while in the arts, worked examples have been used to teach students to differentiate between artistic styles (Rourke & Sweller, 2009).

Furthermore, worked examples can be used inside and outside of class time and for a variety of class types. For instance, during class, instructors can either demonstrate a worked example interactively or provide students with a written worked example for students to work on individually and/or in groups. Outside of class, worked examples can be provided for students to study on their own time (see Caveats section for what to avoid when implementing worked examples). In lab-based courses, for example, instructors can convert any demonstration, which is often performed when modeling a procedure, into an effective worked example by asking students to reflect on specific and important aspects of the demonstration (e.g., Why would you do X instead of Y first? What are the advantages and disadvantages of using this type of protocol for isolating X?).

Why are worked examples important?

Early research conducted by Sweller and Cooper (1985) showed that after an initial introduction to a series of algebraic problems, replacing practice problems with worked example counterparts resulted in higher learning gains. The worked example condition was also more efficient; learners given problems to solve took almost six times longer to complete the learning sequence and had more errors than those provided with worked examples to study from. Subsequent studies have supported the finding that if implemented well, studying worked examples is more effective in the initial stages of learning than learning primarily through problem solving (Figure 1 and Salden, Koedinger, Renkl, Aleven, & McLaren, 2010). Though students may usually be provided with examples or demonstrations in the initial stages of learning, the number of worked examples is typically low and insufficient for learning underlying principles. These demonstrations are also often done passively with little student engagement, which does not lead to deep learning and neutralizes the worked example effect. In fact, when implementing worked examples with features that get students to actively study the solutions (see the Caveats section for more), the worked example effect nearly doubles (Hattie, 2009).

Why are worked examples more effective for initial skill acquisition than practice?

When introducing a new task or skill, it may seem counterintuitive to provide students with worked examples to study instead of giving them practice time to solve or complete the task. When students are introduced to a new task, they often do not have a firm grasp of the material and principles being represented in the task and may resort to ineffective problem-solving strategies such as aimless trial-and-error or plug-and-chug (Renkl, A., 2023). Trial-and-error involves trying various solutions without a proper problem-solving strategy, while plug-and-chug involves looking for existing problems with similar surface-level features without considering if their underlying structure aligns with the current problem. For example, when faced with a mechanics problem presented in the context of an inclined plane, novice students may search for another "inclined plane problem" without considering whether the underlying concept is the same (Figure 2 and Chi et al., 1989).

These ineffective problem-solving strategies are taxing on cognitive load because they lead students down unproductive paths while already processing a lot of new information, including understanding newly introduced concepts and making sense of the problem being presented. Engaging prematurely in problem solving without fully understanding the task domain and procedure leaves little working memory capacity for learners to understand the validity of a particular solution or the ability to integrate new knowledge for future use (Sweller, 1988).

Providing step-by-step illustrations of a solution or procedure in worked examples reduces cognitive load by allowing students to focus their cognitive resources on understanding the principles illustrated in the solution. Therefore, providing worked examples for students to study can help them understand the principles and strategies needed to approach the task effectively, without overtaxing cognitive load (Clark & Mayer, 2011).

As learners become more proficient, educators can transition to more practice exercises and tasks to help students automate problem-solving strategies or procedures (see Caveats section below). In fact,when students have sufficient prior knowledge about the specific task or problem, asking students to study worked examples can decrease competencein performing said task (often called expertise reversal, Kalyuga & Renkl 2010). It is important for instructors to balance the use of worked examples with independent practice to maximize learning outcomes for students at different stages of proficiency within a learning sequence.

Examples

During recitations, students were provided with a handout containing worked examples. The teaching assistants (TAs) would lead the class through at least one of the worked examples, step by step, to ensure that students understood the problem-solving strategies illustrated in those worked examples. Then, students were given a set of slightly more complex but similar additional problems to solve independently. One or several students would then volunteer to guide the class through the steps they used to solve these additional problems. By incorporating both worked examples and problems to solve for a given concept, students had the opportunity to more deeply understand the concepts learned, and instructors could better monitor progress by observing what happened when the surface features and the complexity of the problems changed.

Students were provided with two examples of an informal interview protocol and informed which one was well constructed and which was not. After reading both worked examples, students were asked to annotate each example and provide suggestions for improvement. They were then able to review the instructor's own annotations and explanations for suggestions. By beginning with the knowledge of which examples demonstrated good or poor interview protocol (correct and incorrect worked examples), students could engage more meaningfully with the worked examples, reflecting on their annotations and exploring their reasoning for suggested improvements. Using incorrect worked examples, either alone or in combination with correct examples, has been shown to be more effective than using correct worked examples alone (Booth et al., 2013).

The instructors in this course also utilized worked examples of interview techniques by providing example videos of interviews. One video demonstrated good interview techniques (a correct worked example), while the other demonstrated poor interview techniques (an incorrect worked example). After watching these videos, students were asked to assess them for improvements regarding best practices in conversational interviewing. They were then able to compare their assessments with the instructor's explanations, designed to help reinforce their understanding of effective interview techniques.

Caveats (and how to address them)

Worked examples effectively teach new tasks or solve new problem types. However, the worked example effect can be negated if certain design features are not considered. Here are some concerns that instructors have often brought up about worked examples and strategies for ameliorating them:

Resources

For best practices for how to design effective worked examples see:
Renkl, A. (2014a). Learning from worked examples: How to prepare students for meaningful problem solving. In V. A. Benassi, C. E. Overson, & C. M. Hakala (Eds.), Applying science of learning in education: Infusing psychological science into the curriculum (pp. 118-130). Society for the Teaching of Psychology. HTTP (downloaded PDF freely available)

For specific considerations when designing worked examples for ill-structured tasks see:
Renkl, A. (2023). Using Worked Examples for Ill-Structured Learning Content. In Overson, C. E., Hakala, C. M., Kordonowy, L.L., and Benassi, V. A. & (Eds.), In Their Own Words: What Scholars and Teachers Want You To Know About Why and How To Apply the Science of Learning in Your Academic Setting (pp. 207-224). Society for the Teaching of Psychology. HTTP (downloaded PDF freely available)

References

Booth, J. L., Lange, K. E., Koedinger, K. R., & Newton, K. J. (2013). Using example problems to improve student learning in algebra: Differentiating between correct and incorrect examples. Learning and Instruction, 25, 24-34. http://doi.org/10.1016/j.learninstruc.2012.11.002

Chi, M. T. H., Bassok, M., Lewis, M. W., Reimann, P., & Glaser, R. (1989). Self‐Explanations: How Students Study and Use Examples in Learning to Solve Problems. Cognitive Science, 13(2), 145-182. http://doi.org/10.1207/s15516709cog1302_1

Chi, M.T.H., Feltovich, P.J. and Glaser, R. (1981). Categorization and Representation of Physics Problems by Experts and Novices. Cognitive Science, 5, 121-152. https://doi.org/10.1207/s15516709cog0502_2

Clark, R.C. & Mayer, R.E. (2011). Leveraging Examples in e-Learning. In e-Learning and the Science of Instruction (eds R.C. Clark and R.E. Mayer). https://doi.org/10.1002/9781118255971.ch11

Gentner, D., Loewenstein, J., & Thompson, L. (2003). Learning and transfer: A general role for analogical encoding. Journal of Educational Psychology, 95(2), 393-408. https://doi.org/10.1037/0022- 0663.95.2.393

Hattie, J. A. C. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York, NY: Routledge.

Kalyuga, S., & Renkl, A. (2010). Expertise reversal effect and its instructional implications: Introduction to the special issue. Instructional Science, 38(3), 209-215. http://doi.org/10.1007/s11251-009-9102-0

Kyun, S., Kalyuga, S., & Sweller, J. (2013). The Effect of Worked Examples When Learning to Write Essays in English Literature. The Journal of Experimental Education, 81(3), 385-408. http://doi.org/10.1080/00220973.2012.727884

Nievelstein, F., van Gog, T., van Dijck, G., & Boshuizen, H. P. A. (2013). The worked example and expertise reversal effect in less structured tasks: Learning to reason about legal cases. Contemporary Educational Psychology, 38(2), 118-125. https://doi.org/10.1016/j.cedpsych.2012.12.004

Paas, F. G. W. C., & van Merrienboer, J. J. G. (1994). Variability of worked examples and transfer of geometrical problem-solving skills: A cognitive-load approach. Journal of Educational Psychology, 86(1), 122-133. http://doi.org/10.1037/0022-0663.86.1.122

Renkl, A. (2014a). Learning from worked examples: How to prepare students for meaningful problem solving. In V. A. Benassi, C. E. Overson, & C. M. Hakala (Eds.), Applying science of learning in education: Infusing psychological science into the curriculum (pp. 118-130). Society for the Teaching of Psychology.

Renkl, A. (2014b). Toward an instructionally oriented theory of example-based learning. Cognitive Science: a Multidisciplinary Journal, 38(1), 1-37. http://doi.org/10.1111/cogs.12086

Renkl, A., & Atkinson, R. K. (2010). Structuring the Transition From Example Study to Problem Solving in Cognitive Skill Acquisition: A Cognitive Load Perspective. Educational Psychologist. http://doi.org/10.1207/S15326985EP3801_3

Renkl, A. (2023). Using Worked Examples for Ill-Structured Learning Content. In Overson, C. E., Hakala, C. M., Kordonowy, L.L., and Benassi, V. A. & (Eds.), In Their Own Words: What Scholars and Teachers Want You To KNow About Why and How To Apply the Science of Learning in Your Academic Setting (pp. 207-224). Society for the Teaching of Psychology.

Rourke, A., & Sweller, J. (2009). The worked-example effect using ill-defined problems: Learning to recognise designers' styles. Learning and Instruction, 19(2), 185-199. http://doi.org/10.1016/j.learninstruc.2008.03.006

Salden, R. J. C. M., Koedinger, K. R., Renkl, A., Aleven, V., & McLaren, B. M. (2010). Accounting for Beneficial Effects of Worked Examples in Tutored Problem Solving. Educational Psychology Review, 22(4), 379-392. http://doi.org/10.1007/s10648-010-9143-6

Schworm, S., & Renkl, A. (2007). Learning argumentation skills through the use of prompts for self-explaining examples. Journal of Educational Psychology, 99(2), 285-296. http://doi.org/10.1037/0022-0663.99.2.285

Sweller, J. (1988). Cognitive Load During Problem Solving: Effects on Learning. Cognitive Science, 12: 257-285. http://doi.org/10.1207/s15516709cog1202_4

Sweller, J., & Cooper, G. A. (1985). The use of worked examples as a substitute for problem solving in learning algebra. Cognition and Instruction, 2(1), 59-89. https://doi.org/10.1207/s1532690xci0201_3

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Home How People Learn Worked Examples Worked examples are step-by-step illustrations of the process required to complete a task or solve a problem. In a worked example, students are provided with the task or problem formulation, the procedure or the step-by-step process for solving the problem, and the solution.

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Using WORKED EXAMPLES to Promote Robust Learning

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Using WORKED EXAMPLES to Promote Robust Learning

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A worked example consists of a problem statement and then a detailed explanation of the solution. Worked examples are a routine feature in subjects where problem solving is a prominent goal, such as mathematics, sciences and other technical subjects. But they can also be used in non-technical subject areas. We have all experienced worked examples as students. In a typical scenario, a teacher introduces a new concept or type of problem by showing and explaining how to solve it-that is-by providing a worked out example. Students may ask questions, the teacher may provide another worked example and so forth. After a few worked examples, the teacher asks students to solve similar problems in class and/or for homework.

Worked examples are widely used but their true potential is rarely tapped. Research shows that in the initial phases of learning something new, students learn better and faster by studying worked examples of problems than by solving problems on their own. Studying worked examples means that instead of solving the problem, students study the solved problem. This is beneficial for the novice who can look at different parts of the problem without getting bogged down [cognitive overload] in trying to keep all aspects of the problem active in working memory.

Strategies that Involve WORKED EXAMPLES as a Way to Promote Deeper Processing

1. Assign worked examples as homework. At the start of new topics provide a few worked examples for students to study outside of class. Use some class time to quiz students on the solutions and give additional feedback on the thinking behind the solution.

2. Do think alouds to show how to solve problems. In a think aloud the instructor narrates his or her thinking while solving a problem. In contrast to a typical class demonstration of solving a problem, a think aloud is a closer approximation to the kind of thinking experts actually do when they solve problems. It exposes students to the thinking that goes into developing or finding a solution.

3. Think aloud screencasts. Screencasts are a way to create animated worked solutions. Students have an opportunity to see the solution develop and can stop and replay any parts of the example.

Guidelines for Using Worked Examples

Worked examples are a natural fit for STEM areas where problem solving is an integral part of learning. But a worked example can be any type of complex task accompanied by detailed annotation and explanations of the solution, e.g., an annotated case study, an annotated research report or lab report, etc.

In creating worked examples, teachers should try to tap into their own long-lost novice. Good worked examples externalize how novices are likely to think about the subject and anticipate the difficulties they may have with the problem.

Worked examples are effective for students who are just starting a new topic. As students learn the basics of the problem, worked examples should be withdrawn and students should solve problems on their own. Research shows that there is an expert reversal shift in which worked examples actually hamper the progress of students who know the basics and need to develop fluency in solving problems on their own.

References

Renkl, A. (2014). Learning from worked examples: How to prepare students for meaningful problem solving. In V. A. Benassi, C. E. Overson, & C. M. Hakala (Eds.), Applying science of learning in education: Infusing psychological science in the curriculum (pp. 118-130). Washington, DC: Society for the Teaching of Psychology. Retrieved from https://teachpsych.org/ebooks/asle2014/index.php

Yeo, D. J. & Fazio, L. K. (2019) The optimal learning strategy depends on learning goals and processes: Retrieval practice versus worked examples, Journal of Educational Psychology, 111(1), 73-90.

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Using WORKED EXAMPLES to Promote Robust Learning

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A worked example consists of a problem statement and then a detailed explanation of the solution. Worked examples are a routine feature in subjects where problem solving is a prominent goal, such a...