Rosenshine’s Teaching & Learning Principles

This past term we’ve begun looking closely at Rosenshine’s principles of instruction (download below). Rosenshine suggests effective classroom practice involves much of the following (Sherrington, 2019*):

1. Begin a lesson with a short review of previous learning
2. Present new material in small steps with student practice after each step
3. Limit the amount of material students receive at one time
4. Give clear and detailed instructions and explanations
5. Ask a large number of questions and check for understanding
6. Provide a high level of active practice for all students
7. Guide students as they begin to practice
8. Think aloud and model steps
9. Ask students to explain what they have learned
10. Check the responses of all students
11. Provide systematic feedback and corrections
12. Use more time to provide explanations
13. Provide many examples
14. Re-teach material when necessary
15. Prepare students for and monitor independent practice

As many commentators have written, the beauty of Rosenshine’s classroom principles lies in their simplicity and air of common sense. For many of us they sum up what we typically think of as ‘good teaching’. Perhaps most importantly however, is the ‘clear bridge they provide between research and straightforward classroom practice’ (Sherrington, 2019). Next year our lesson drop-ins will be focused on these principles. Our feedback to each other will be focused on these points (download below). All our nanos next year will be Rosenshine-focused too.

*Rosenshine’s Principles In Action, Tom Sherrington (2019)

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