Making Use of a Worked Example to Improve Learning

It’s a familiar moment in math class—students are asked to solve a problem, and some jump in confidently while others freeze, unsure where to begin. When students don’t yet have a clear mental model for how a problem works, asking them to “figure it out” can lead to confusion rather than understanding. In fourth-grade teacher Susan Hamilton’s classroom at Lincoln Elementary School in Delta, Colorado, that uncertainty is addressed through a strategy called worked examples.

When introducing a new concept, Hamilton begins by modeling a problem step-by-step using the overhead projector, thinking aloud as students watch. At first, students simply observe her process, focusing on the steps and what a successful solution looks like. Gradually, she invites them to participate—completing parts of the problem with her before trying a new one independently.

This structured approach is intentional. When a concept is first being established, learners need clarity about what the steps are and how an expert approaches them. As Jim Heal of Learning Science Partners explains, “A worked example eradicates ambiguity by naming explicitly what the steps are.” This helps students focus their attention on understanding the process rather than guessing what to do next.

As Hamilton slowly fades away her support, students’ thinking becomes more visible. When students begin working independently, it’s clear who understands the strategy and where others are getting stuck. In this lesson, Hamilton quickly notices that several students are struggling with regrouping, and she returns to that specific step, showing the process again before moving on.

When learning is broken into manageable pieces and responsibility is gradually transferred to students, worked examples reduce cognitive overload and build confidence. The strategy not only supports students as they learn new material, but also gives teachers timely insight into misconceptions—making it a powerful tool for classrooms across content areas and grade levels.

This video is part of our How Learning Happens series, which explores teaching practices grounded in the science of learning and human development.