A worked example can be read as a sequence to copy. A teacher can also use it to open a conversation about why each step belongs.
Choose an example with a clear connection to the lesson's purpose. Pause at a decision and ask what the writer or problem-solver needed to notice. Invite students to predict the next step before showing it.
Examine a choice
In a writing lesson, the class might discuss why a paragraph begins with a particular claim. In mathematics, students might compare two possible first steps. Keep the discussion close to the knowledge students are expected to use.
An imperfect example can offer another point of entry if its status is clear. Ask students to explain a proposed revision and the reason for it.
Return responsibility to the learner
After the discussion, offer a related task with a meaningful difference. Ask students to explain which parts of the example still apply.
Their responses can guide the next explanation. The teacher has a concrete way to see where a familiar procedure ends and a new decision begins.
