Demonstrations might comprise doing model problems or offering a model finished at the stage of performance anticipated. The structures supplied may be in the shape of grading criterion, rubrics, or exhibited assignment actions. Cognitive modeling is supportive in supplying learning and problem solving strategies to students. It comprises the teacher going through the processes while carrying out a task. Providing a model showing what to do and how to do it has been successful. This is predominantly useful for assignments that have multiple parts or for coursework that involve new content or a new intensity of complexity. A model may be one done by the teacher or one done by another student. It is important to include both affirmative, what to do and pessimistic, what not to do illustrations, so that both ends of the spectrum can be seen. In this case the teacher walks through many of the segments of the assignment in order to model for the students the structure...

Then they have to be given the tools in order to complete the work and lastly they have to know that someone cares about the product that they produce. Allowing Joe to participate with the class in this assignment will expose him to the strategies discussed above in order to make him more accountable for his class room work. The most important part of allowing him to complete this assignment with the rest of the class is the sheer fact that he is completing it with the rest of the class, in the class room. He needs to see how the rest of the students go about being accountable for assignments that are given. The best way to do this is to model the process, which is exactly what this assignment tries to accomplish.
References

Evertson, Carolyn. (n.d.). Fostering Student Accountability for Classroom Work. Retrieved February 24, 2011, from http://iris.peabody.vanderbilt.edu/case_studies/ICS-004.pdf