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Teaching instructions
Rosenshine's Principles of Instruction are a set of teaching principles derived from research on effective teaching practices. The principles should not be considered a learning theory but more as the application of a set of learning theories packaged into a clear and simple set of instructions.
Key thinkers in this area:
Barak Rosenshine (1930-2017)
Tom Sherrington
While there may be variations in the wording depending on the source, here is a commonly summarised version:
Review: Provide a brief review of previous learning before moving on to new material.
Present: Clearly present new material in small steps, demonstrating and modeling as needed.
Practice: Provide guided and independent practice, ensuring that learners have ample opportunities to apply new knowledge or skills.
Feedback: Give timely and specific feedback on learners' performance, correcting errors and reinforcing correct responses.
Questions and Prompts: Use a variety of questioning techniques and prompts to engage learners in thinking and discussing the content.
Cues and Advance Organisers: Use cues, reminders, and advance organisers to help learners understand and remember new material.
Independent Practice: Provide opportunities for learners to independently apply what they have learned.
Weekly and Monthly Reviews: Schedule regular reviews of material to reinforce and consolidate learning.
Teaching strategies that are linked to Rosenshine's principles
Begin the session with a brief review of previous material to activate prior knowledge.
Use questioning techniques to prompt recall and reinforce concepts learned earlier.
Present new information in small, manageable steps.
Demonstrate and model concepts, providing clear explanations and examples, using visual aids to enhance understanding.
Use structured activities, exercises, or worksheets to reinforce the learning objectives.
Monitor learners closely during practice, providing timely feedback and clarification.
Encourage self-assessment and reflection to enhance learning.
Incorporate a variety of questioning techniques to engage learners in thinking and discussions.
Use cues, reminders, and advance organisers to help learners understand the structure and organization of new material.
Allow sufficient time for learners to practice independently and foster a sense of responsibility for their learning.
Schedule regular reviews to consolidate learning and reinforce retention.
Use periodic assessments to gauge long-term understanding and identify areas for improvement.
Read more here:
Bruyckere. (n.d.). Urban myths about learning and education /. Academic Press,
Grimes, C., & Rosenshine, Barak. (2020). Rosenshine’s principles in action : The workbook. John Catt Educational Ltd.
Rosenshine, B. (2012). Principles of Instruction: Research-Based Strategies that All Teachers Should Know. The Education Digest, 78(3), 30-.
Sherrington, T., & Rosenshine, Barak. (2019). Rosenshine’s principles in action. John Catt Educational.
Questions
What part do learner-centred learning and inquiry-based approaches play in the principles?
How do the principles encourage creativity and flexibility in adapting to diverse learning environments and learners' needs?
How might the principles be considered a one-size-fits-all approach that may not be effective in all FES settings?
In what ways do the principles place emphasis on developing learners' higher-order thinking skills and long-term retention and recall?
In what ways are student motivation and engagement linked to the principles?
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