Rosenshine’s

Principles

Objectives

• Reflect on what constitutes great teaching
• Explore current research on effective instruction and compare with own practice
• Improve own teaching practice

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HOW LEARNING WORKS

• Why do students misunderstand something even if we’ve explained it over and over again?
• Why do students forget it all immediately afterwards?

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HOW LEARNING WORKS

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• working memory is finite
• long-term memory is unlimited
• we organise information into schemata
• new information is only stored if we can connect it to the knowledge we already have

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https://www.youtube.com/watch?v=ZcoGqi8aiuk

Rosenshine

Barak Rosenshine was a professor in the Department of Educational Psychology at the University of Illinois.

Rosenshine’s Principles address how:

• People learn and acquire new information
• Teachers implement effective classroom strategies
• Teachers can support students whilst learning complex material

Initially, Rosenshine proposed 17 principles but in 2012 he revised it down to 10 principles that should implement into everyday teaching for simplicity and clarity.

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Source: "What Characterizes an Effective Teacher? An Interview with Barak Rosenshine by George A. Clowes," School Reform News, May 2002.

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Professor Dylan Wiliam said that Rsenshine's Principles of Instruction (2012) is a prime example of how digestible research and classroom practice can be linked seamlessly.

What are the most effective things we can do in the classroom to ensure learning takes place?

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Jamboard link

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PRINCIPLES OF INSTRUCTION

ROSENSHINE

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1. Sequence concepts and model.

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• Move from guided to independent practice.

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• Ask questions.

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• Review material daily, weekly and monthly.

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10 PRINCIPLES OF INSTRUCTION ROSENSHINE

1. Daily review.
2. Present new material using small steps.
3. Ask questions.
4. Provide models.
5. Guide student practice.
6. Check for student understanding.
7. Obtain a high success rate.
8. Provide scaffolds for difficult tasks.
9. Independent practice.
10. Weekly and monthly review.

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Comment:

Which ones are you interested in exploring?

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Further reading

PRESENT NEW MATERIAL USING SMALL STEPS

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Evaluate the arguments for and against Britain leaving the EU.

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Broken-down task:

• Discuss ideas in groups.
• Make a list of reasons for why Britain should stay in the EU.
• Make a list of reasons for why Britain should leave the EU.
• Rank each list from most to least important.
• Decide which arguments from each list you want to focus on.
• Create an essay plan with your chosen arguments.
• Write the first paragraph of the essay.
• Write the remainder of the essay.

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PROVIDE MODELS

PROVIDE WORKED EXAMPLES

PROVIDE SCAFFOLDS

Give an example of how you sequence / model / provide scaffolds in your area.

QUESTIONING

Strategies

1. Cold calling
2. No opt-out
3. Say it again, better
4. Whole class response
5. No shallow responses
6. Explain in own words

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Comment

Are any of the strategies of interest to you?

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REVIEW AND PRACTICE

• Daily review

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• Weekly and monthly review

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How much do you remember from today’s session?

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QUIZ

1. What type of memory is unlimited?

a. working b. long-term c. schemata

2. How many strands are the principles grouped into?

a. 10 b. 6 c. 4

3. Why is scaffolding effective?

a. It reviews previously-learned material.

b. It provides cognitive support.

c. It increases cognitive load.

4. What is the name of the ‘no-hands up’ strategy?

a. Explain in own words

b. Cold calling

c. Whole class response

5. What is the name of the man who wrote the principles? Correct spelling please!

SO WHAT CAN WE DO BETTER task

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• We can all find better ways to sequence concepts with more effective models and scaffolding.

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• We can all increase the intensity and depth of questioning, increasing the ratio of students involved.

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• We can all improve our efficiency and success with reviewing and retrieving material.

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