BARAK V. ROSENSHINE Synthesis of Research on Explicit Teaching
Principles of Instruction Barak Rosenshine. 10 Research-based Principles of Instruction Research in:...
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![Page 1: Principles of Instruction Barak Rosenshine. 10 Research-based Principles of Instruction Research in: 1. cognitive science 2. the classroom practices of.](https://reader035.fdocuments.in/reader035/viewer/2022081501/5697c0201a28abf838cd2806/html5/thumbnails/1.jpg)
Principles of Instruction
Barak Rosenshine
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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
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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
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• 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
1. Begin a lesson with a short review
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• Our working memory is small! Too much information puts it in overload and swamps our memory!
• a little at a time and then practice!!
2. Present new material in small steps and practice after each step
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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___________?
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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
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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
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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
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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
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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
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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
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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!