Rosenshine's Principles of Instruction - Rob Findlow 08/02

Rosenshine

• 1982 - 'Teaching Functions'

• 1986 - 6 mains ideas

• 2010 - Educational Practices series: 17 instructional procedures

• Revised into 10 principles

• **Behaviour management**

10 Principles of Instruction (2012)

1. Daily Review

2. New Materials in Small Steps

3. Ask Questions

4. Provide Models

5. Guide Student Practice

6. Check Student Understanding

7. Obtain High Success Rate

8. Scaffolds for Difficult Tasks

9. Independent Practice

10. Weekly and Monthly Review

Building Great Teachers

• Education and Training

• Experience

• Personal Confidence

• Relationships

• Values

• Self-Awareness

• Mindset

• Personal Goals

• Beliefs about Learning

• Theory of Action

The Principles

Not a checklist

Bringing research together

They are only contemporary in the sense that now we have a stronger awareness as professionals that there is evidence from research about teaching, understanding of assessment and feedback

MARGE

• Motivate

• Attend

• Relate

• Generate

• Evaluate

Sherrington's 4 Strands

Strand 1: Sequencing concepts and modelling

Present new material using small steps (2)

Model each step

Terminology: numerator, denominator

Concept of multiples, finding lowest common numbers

Scaling up and down

Check against model

Provide scaffolds for difficult tasks (8)

The key is that scaffolds are temporary - they support the development of a cognitive process but are withdrawn so that students don't become reliant

Writing frames (PEE, SQuID, PETAL)

Sentence level structures, i.e. 'Throughout the novel the author...'

Exemplars by teachers or previous students

Strategic thinking

Anticipate errors and misconceptions

Provide models (4)

Worked examples - showing and narrating key learning points

Schema building (Sherrington)

Experience and knowledge - each is as important

Generally, less effective teachers focus on knowledge

Combination = depth

Strand 2: Questioning

Ask questions (3)

Vital we get as much feedback as possible - we cannot see the learning that is happening, but we can look for clues

As effective practitioners, we should as ourselves: 'How's it going?', 'How well have I explained this?', 'Are they making sense of it?'

Rosenshine insists that more effective teachers ask more questions, involving more students, in more depth and taking more time

Massive area - get away from shallow questioning of the same students

What is going on in students' heads? - How do we know what we think we are seeing is registering? We can sample the range of ideas and depth of knowledge and confidence

Rosenshine states that questioning is feedback to practitioners. This has 2 purposes:

1. Allows students to make connections and build on their learning

2. Allows the practitioner to make the decision of going back and reteaching or continue with learning

Questioning techniques:

Cold Call: No hands up or calling out. Ask specific children

No Opt Out: If students get an answer wrong or don't know, go back to them to check that they now know the answer

Check for Understanding: Ask a selection of students to relay back what they have understood about the question under discussion

Probing Questioning: Make each question and answer exchange a mini dialogue, probing to explore student's understanding

Think Pair Share: Allocate talk partners, set a question with a time limit, ask students to think, then discuss, then report back

Say It Again Better: Accept students' first half-formed responses but then help them to reframe a better more complete response

Whole Class Response: Use techniques like mini whiteboards or ABCD fingers to provide simultaneous responses from a whole class

Check for understanding (6)

'Have you understood?' vs. 'What have you understood?'

Strand 3: Reviewing Material

Daily review (1)

Daily review is activating the prior knowledge that you want the children to use in that lesson

Its not enough to say 'Do you remember what we did last lesson?' - need an activity that recalls their knowledge. This can be a short quiz, can take many forms

Daily review is a sensible way to begin a lesson - research does not say that you must have a retrieval practice activity at the start of a lesson

Retrieval practice

Sherrington prefers to use the term 'retrieval practice' rather than review

He cites the 'Six Strategies for Effective Learning' by the Learning Scientists

Principles of retrieval practice

• Involve everyone

• Make checking accurate and easy

• Specify the knowledge

• Keep it generative

• Vary the diet

• Make it time efficient

• Make it workload efficient

Ideas for retrieval practice - Is it effective? Where are the gaps in knowledge?

• Quiz

• Self-explanation

• Demonstrate

• Elaborative explanation

• Tell the story, explain it

• Summarise

• Map and compare

Weekly and monthly review (10)

Ensure that previously learned material is not forgotten

Strand 4: Stage of Practice

Guide student practice (5)

We don't get good at something without working on it

All students need to do this - practice must be guided so that the chance of forming misconceptions is low

Embedding, consolidating, building confidence, step-by-step, over-learning

Obtain a high success rate (7)

High success rate = 80% or over

Its important for students to achieve a high success rate during classroom instruction

The research suggests that the teachers obtained this success rate by 'teaching in small steps'

Combining short presentations with supervised student practice

Sufficient practice on each part of their learning before proceeding

These teachers frequently checked for understanding and required responses from all students

Independent Practice (9)

The ultimate goal

I do, We do, You do

Essential feature - students draw on their own resources

Rely on recall from memory

The role of practitioner is to provide students with the tools that they need to do this