Worked examples
A fully completed solution shown step by step. Studying worked examples produces stronger learning than solving equivalent problems from scratch, particularly for novices.
- Subject
- Maths / Science / English / Computing
- Key stage
- All
The worked example effect is one of the most replicated findings in instructional research. Showing pupils how to solve a problem, then letting them solve a similar one, produces more learning than asking them to solve both from scratch.
What it is
A step-by-step solution to a problem, presented in full, with the reasoning visible at each step. Pupils study the example before attempting their own version.
The technique is sometimes paired with a partially completed example, called a faded worked example, where the early steps are shown and the later steps are left for the pupil to fill in.
Why it works
A novice solving a problem from scratch spends working memory holding the problem, recalling possible methods, and trying each one. There is little capacity left for noticing the structure. A worked example removes the first two costs and lets the pupil attend to the method.
As pupils gain expertise, the advantage shrinks. By the time the learner can solve similar problems fluently, worked examples can even slow them down. This is the expertise reversal effect.
How to use it
Show the worked example with the reasoning explicit. “I notice that the question asks for an area, so I am going to write down the formula first.” Pair it immediately with a near-transfer problem that pupils attempt on their own. Discuss the connection between the two.
Fade the examples over a sequence of lessons by leaving more steps blank.
When not to use it
Once pupils are fluent, switch to independent practice. Worked examples for content pupils already know waste lesson time.
Related Chalk tools
Worksheet Creator and Concrete Examples both support sequences of worked examples with faded scaffolding.
Evidence
The worked example effect is one of the most replicated findings in instructional research. Sweller and Cooper (1985) established it for maths; subsequent studies have replicated across subjects and age groups. Expertise reversal modifies the picture as learners gain fluency.
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Related concepts
Questions teachers ask
How is a worked example different from a model answer?
Should I always show worked examples before pupils try problems?
How many worked examples do pupils need?
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