# data[].attributes.headline
It provides a basis for student understanding that is particularly beneficial when the student lacks preexisting knowledge of the topic/concept. Students can reference teacher behavior to inform their own scholastic choices, comparing their metacognitive process with the one that was initially modeled for them by the teacher. Completing a task is made much easier when you have a reference of a successful process that you've seen work before, rendering this modeling particularly effective. 

# data[].attributes.subject
It provides a basis for student understanding that is particularly beneficial when the student lacks preexisting knowledge of the topic/concept. Students can reference teacher behavior to inform their own scholastic choices, comparing their metacognitive process with the one that was initially modeled for them by the teacher. Completing a task is made much easier when you have a reference of a successful process that you've seen work before, rendering this modeling particularly effective. 

# data[].attributes.body
Elizabeth, a high school chemistry teacher did a great job at teaching students WHEN to use certain strategies. This is an example of procedural understanding because she modeled how to use QAR and when to use these different questions. For example, she tells her students “For the Right There, we are looking for a number with a unit attached....” “For the Think and Search we are searching within the problem for more information….” (Wilson, 713)

# data[].attributes.body
Wilson states that conditional knowledge conditional benefits, for example the teacher states the benefit of using QAR. Christina, the high school biology teacher uses this conditional knowledge by stating why QAR will be useful to students, she often would describe QAR to her students before giving them time to practice its use.

# data[].attributes.body
Christina also uses declarative knowledge of QAR by declaring by describing “what to do rather than describing the steps of how to do it. For example she states:  “Open your books to Chapter 1, page 14. Look at the section review. Question one should be labeled ‘In the Book’ because these are bold words that are clearly and carefully defined in the book.”

# data[].attributes.body
Providing an example through modeling a metacognitive process can help students understand what they are being asked to do on a deeper level. Rather than reading directly from a prompt, seeing and hearing how their teacher might approach the exercise can give them an example to fall back on when they get stuck and provide a good reference point for groupwork.

# data[].attributes.headline
Modeling makes it more likely that a strategy will be used, that you (the teacher) will reach more students, and the students will improve their academic performance

# data[].attributes.subject
Modeling makes it more likely that a strategy will be used, that you (the teacher) will reach more students, and the students will improve their academic performance

# data[].attributes.headline
Elizabeth modeled her metacognitive process through a think aloud to demonstrate declarative knowledge—defining and describing the steps that need be taken in enacting the strategy, comparing what each QAR element entails in the context of this task: “Think and Search we are searching within the problem for more information. This information may not slap us in the proverbial face like the RT does but it is in front of us.” (Wilson et al., 2009, pg. 713). By describing to students her personal understanding of QAR through a think aloud, she successfully demonstrated declarative knowledge. 

# data[].attributes.subject
Elizabeth modeled her metacognitive process through a think aloud to demonstrate declarative knowledge—defining and describing the steps that need be taken in enacting the strategy, comparing what each QAR element entails in the context of this task: “Think and Search we are searching within the problem for more information. This information may not slap us in the proverbial face like the RT does but it is in front of us.” (Wilson et al., 2009, pg. 713). By describing to students her personal understanding of QAR through a think aloud, she successfully demonstrated declarative knowledge. 

# data[].attributes.body
Modeling a metacognative process helps students understand how they think, and in turn can show them how to go through the process of problem solving or completing an assignment. It can also help students that are easily discouraged if they don't understand a topic right away that part of the whole process of learning is not knowing or understanding something completely, and then working through that barrier using your critical thinking skills and prior knowledge.

# data[].attributes.headline
Andrew modeled his thinking process about how to answer the question. In doing so, he described the processes he considers when thinking through the question

# data[].attributes.subject
Andrew modeled his thinking process about how to answer the question. In doing so, he described the processes he considers when thinking through the question

# data[].attributes.body
Christina achieved declarative knowledge. She describes QAR such as "Question-Answer Relationships help students by giving them guidance and
tools to achieve. She explained to the students the different concepts by giving definitions and examples..

# data[].attributes.headline
Andrew demonstrated conditional understanding of the QAR process as he walked his students through the process of evaluating the questions.  This modeling was a think aloud where he provided a roadmap for the students to answer his prompt.

# data[].attributes.subject
Andrew demonstrated conditional understanding of the QAR process as he walked his students through the process of evaluating the questions.  This modeling was a think aloud where he provided a roadmap for the students to answer his prompt.

# data[].attributes.headline
It shows how to think in lessons that focus on interpreting information and data, analyzing language, and drawing conclusions about the subject matter being taught and if it was effective.

# data[].attributes.subject
It shows how to think in lessons that focus on interpreting information and data, analyzing language, and drawing conclusions about the subject matter being taught and if it was effective.

# data[].attributes.body
Andrew, a high school history and psychology teacher, demonstrates procedural understanding by modeling a think-aloud process. Using one of the questions he created for his class as an example, he "ask[s] himself" if he needs the text to formulate an answer or if he can do so via simple recall.

# data[].attributes.body
Andrew demonstrated procedural knowledge by walking through each step of answering several questions with his class. By saying aloud "now I need to look back at the text, etc." he not only showed his own understanding of the procedure, he also helped provide a good example for his class as they completed the questions.

# data[].attributes.headline
Modeling provides an example, seeing something happen step-by-step vs only hearing it is super helpful in developing students metacognitive process. This includes modeling not-knowing (teachers increasing their own metacognition in the process) . It's an opportunity to incorporate language and prior knowledge.

# data[].attributes.subject
Modeling provides an example, seeing something happen step-by-step vs only hearing it is super helpful in developing students metacognitive process. This includes modeling not-knowing (teachers increasing their own metacognition in the process) . It's an opportunity to incorporate language and prior knowledge.

# data[].attributes.body
Andrew demonstrated procedural understanding when he explained his thought process to the students when confronted with a difficult question. He demonstrated that utilizing critical thinking, and going through the process of thinking through the problem is a critical step in the procedure of answering the question.

# data[].attributes.headline
It's useful because the students need and benefit from this sort of explicit demonstration of how we think about and approach tasks.  It provides an outline and way forward.

# data[].attributes.subject
It's useful because the students need and benefit from this sort of explicit demonstration of how we think about and approach tasks.  It provides an outline and way forward.

# data[].attributes.body
Modeling allows students to have a set of behaviors and tasks to follow to complete the assignment as modeled by their teacher. This benefits students as they have a deeper understanding of what is being asked instead of spending useful instruction time deciphering the instructions of the assignment

# data[].attributes.body
Christina demonstrated declarative understanding by describing QAR in terms of how the students benefited from the guidance and tools. She described the strategy as “Question–Answer Relationships benefit students by giving them guidance and tools to achieve.” She stated what QAR stood for and gave a description of how it will help student’s learning. Christina describes what to do rather than how to do it and she uses her declarative understanding to give directions to her students like this: “Open your books to Chapter 1, page 14. Look at the section review. Question one should be labeled ‘In the Book’ because these are bold words that are clearly and carefully defined in the book.”

# data[].attributes.body
Students can learn and process things easier by modeling. This can help them start an assignment and make changes for a better understanding. They can also help other students by sharing their ideas and process.

# data[].attributes.body
Andrew demonstrated procedural understanding of QAR by modeling his thinking and the processes that he engages with when using QAR. He shared his thoughts with his students to help guide their thinking when using QAR. For example Andrew demonstrated to his students how to answer an Author and Me question by showing them the steps to engage with QAR.

# data[].attributes.body
Andrew use procedural understandings to guide his students by modeling and guided practice. He described the task he performed when responding to a question regarding reading on Stanley Milgram..

# data[].attributes.body
On page 712, the authors describe how Christina demonstrated declarative understanding. Her instruction tends to focus on "what to do rather than describing the steps of how to do it". For example, she explains what a "Right There" question is and where to find them.

# data[].attributes.body
Andrew’s instruction In QAR was labeled as both declarative and procedural, he taught both of these understandings by implementing modeling and guided practice.

# data[].attributes.headline
Andrew modeled think-aloud when answering a question. The students were able to hear the steps he took and questions he asked himself to find his answer.

# data[].attributes.subject
Andrew modeled think-aloud when answering a question. The students were able to hear the steps he took and questions he asked himself to find his answer.

# data[].attributes.headline
The teachers demonstrated declarative understanding by defining and quoting; for example, Christina defined QAR with general knowledge of what QAR is and what it can do, stating that QAR benefits students by "giving them guidance and tools to achieve." In doing this, Christina  declares her understanding of QAR, which she, in the beginning,  did via making instructional statements with definitions and examples. 

# data[].attributes.subject
The teachers demonstrated declarative understanding by defining and quoting; for example, Christina defined QAR with general knowledge of what QAR is and what it can do, stating that QAR benefits students by "giving them guidance and tools to achieve." In doing this, Christina  declares her understanding of QAR, which she, in the beginning,  did via making instructional statements with definitions and examples. 

# data[].attributes.headline
The teachers demonstrated procedural understanding by explaining strategies using think aloud, focusing on how to do something. For example, Andrew described the tasks he went through when answering a question about Stanley Milgram, specifically stating, aloud, "I might ask myself..." to model procedural thinking for his students.

# data[].attributes.subject
The teachers demonstrated procedural understanding by explaining strategies using think aloud, focusing on how to do something. For example, Andrew described the tasks he went through when answering a question about Stanley Milgram, specifically stating, aloud, "I might ask myself..." to model procedural thinking for his students.

# data[].attributes.headline
Christina talked about her understanding of QAR in the form of "Question-Answer Relationships”. She provided examples and taught different ideas. She displayed Declarative Knowledge through QAR.

# data[].attributes.subject
Christina talked about her understanding of QAR in the form of "Question-Answer Relationships”. She provided examples and taught different ideas. She displayed Declarative Knowledge through QAR.