Rosenshine’s Principles of Instruction in Action · First learned 100% Reviewed Days Ebbinghaus...

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Rosenshine’s Principles of Instruction in Action Helen Winn and Naomi Shenton

Transcript of Rosenshine’s Principles of Instruction in Action · First learned 100% Reviewed Days Ebbinghaus...

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Rosenshine’s Principles of Instruction in Action

Helen Winn and Naomi Shenton

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Context - where we were

● Making assumptions about students’ knowledge● Ignoring the gaps● Skills-based rather than knowledge-based● Finding out information in a variety of ‘interesting’ ways● Little or no acknowledgement of misconceptions

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Evidence-based practice

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The sources of Rosenshine’s principles of instruction:

a) Research in cognitive scienceb) Research on classroom practices of master teachersc) Research on cognitive supports to help students learn

complex tasks

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Marginal gains

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1. & 10. Review

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1. & 10. Review

Do now tasks

Knowledge organisers

Regular low stakes testing

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Rosenshine in our CPD

● Launch session● Embedded in ITT and NQT programme● Teaching toolkit briefings● Subject CPD - transfer● Lesson observations and coaching

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Questions

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Further readingPrinciples of Instruction

https://www.aft.org/sites/default/files/periodicals/Rosenshine.pdf

Retrieval practice

http://www.learningscientists.org/retrieval-practice/

https://www.aft.org/sites/default/files/periodicals/Rosenshine.pdf
http://www.learningscientists.org/retrieval-practice/
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