In infancy, the mind works on a level of Spatial Representations (essentially, geometric shapes and patterns). Language (spoken, verbal, written, symbolic) is at the next level, what is sometimes called the Conceptual Reasoning level.
Once we enter the formal setting of school, most teaching and learning takes place at this language level, and a great deal of it is memorization. The teacher presents material to be learned, sometimes provides a conceptual framework within which to place it, and expects the student to reproduce this knowledge on exams. Creative teaching at the language level can create an environment conducive to discovery. However, even the best practitioners of discovery-based learning find it difficult to attain the deep understandings and retention provided by modeling instruction. This is because when students create their own conceptual frameworks, at the level of spatial representation (that is, below the level of language), they are placing their theoretical knowledge at the very core of the mind, where it can be called up to be applied in new settings.
Since we cannot teach directly to this level (the student has to create the spatial representation himself), we must develop learning environments where students, essentially operating at the language level, are called upon to explore and re-map their fundamental understandings and, in the process, develop wholly integrated concepts and theories that they can see working in multiple contexts and disciplines. When students draw out the relationships between ideas, they are operating at the spatial reasoning level. Once they develop a working model, the language perception of the spatial map is coordinated to it, through dialogue with peers and teacher.
Modeling Instruction is effective because it requires students to get down to the Spatial Representation level, but first they must uncover the theories they already hold (sometimes unconsciously), describe and defend them to others, and revise them by recognizing the forces, relationships, and energies that are present in the problem. This is accomplished as they sketch a diagram, explain it, and revise after discussion with other students. It's a dialectical process where one student presents a theory or thesis, the others propose alternative theories, and then, through this dialogue, they arrive at a synthesis and then create a diagram or model of their new idea. The spatial representation on the board will mirror the new spatial representation in the students' minds, which is now a permanent part of the student's view of how the world works.
With modeling comes a lot of enigmas, oppositions, and ups and downs. As teachers introduce modeling for the first time, students may become frustrated, especially those who are good at learning in traditional ways. They ask for the formula, ready to apply it, but not at all ready to discover it for themselves. Even groups who are willing to tackle a complex problem may become stuck, at the teacher may be tempted to offer a hint or ask a leading question. To be most effective at using Modeling Instruction, the teacher must develop a new mode of asking questions, so as not to interfere with the crucial process of students refining their theories themselves. A kind of "Socratic hovering" where teachers ask larger questions ("Have you considered the social impact?" "What force is operating here?") that seems to work best. However, even before teachers perfect their own role in Modeling Instruction, they will begin seeing improvements in student performance right away, as a result of the students' interactivity, the shift from didactic teaching, student mentoring, and student demonstrations.
In many beginning modeling classes, students go through steps similar to the five stages of grief: denial, anger, bargaining, depression, and acceptance.
"We don't know how to do this; are you really going to make us do this?"It is very common to see in each modeling exercise with novice students after 20 minutes, a sudden transition to a deeper level of understanding. Almost always, no significant benefits are reached until this 20 minutes has wrung out all the negative thinking and made room for productive thinking. And one happy side benefit--it's fun to do productive thinking with peers!