Principles of Instruction Barak Rosenshine

10 Research-based Principles of Instruction Research in: 1. cognitive science 2. the classroom practices of master teachers 3. cognitive supports to help students learn complex tasks

Validity “The fact that the instructional ideas from three different sources supplement and complement each other gives us faith in the validity of these findings.” American Educator- Spring 2012

1. Begin a lesson with a short review Daily review can strengthen previous learning and can lead to fluent recall the most effective teachers in the studies of classroom instruction understood the importance of practice, and they began their lessons with five-to eight minute review of previously covered material

2. Present new material in small steps and practice after each step Our working memory is small! Too much information puts it in overload and swamps our memory! a little at a time and then practice!!

3. Ask a large number of questions and check the responses of all students. Questions help students practice new information and connect new material to their prior learning never put a student on the spot to answer a question give more examples Give students question stems- example: What do you think causes___________?

4. Provide models: Providing students with models and working examples can help them learn to solve problems faster. teachers who model and think aloud while demonstrating how to solve a problem are examples of effective cognitive support provide prompts (example: who, what, where, when, why) - guide the students to try problems independently

5. Guide students practice of new material It is not enough to simply present new material - students need sufficient rehearse and process the material so that it is stored in their long-term memory teachers should facilitate opportunities for students to practice the new material

6. Check for student understanding The most effective teachers checked to see if all the students were learning the new material. Ask students to think aloud while they are working through new problems

7. Help students achieve a high success rate during classroom instruction Do work in small steps and check for understanding along the way - during classroom guided practice, the most successful teachers resulted in 82% correct student response in class

8. Provide scaffolds/supports to provide students with temporary support while they are learning. Scaffolding may include for example: completed models of the task for the students to follow, checklists, cue cards, thinking aloud by the teacher

9. Require and monitor independent practice: Students need extensive successful, independent practice in order for skills and knowledge to become automatic Do in class practice that uses the skills that were ‘just taught’ - require outside practice also use cooperative work in class so students can help each other learn the new skill

10. Involve students in weekly or monthly review Students need to connect new knowledge to prior knowledge - check to make sure they are seeing the broad picture of the material in your class Often teachers feel that there isn’t enough time for review, however, it is time well spent!