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Rosenshine's Principles in Action

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In the blog post discussed above, Sherrington writes that Rosenshine’s principles provides ‘the best, most clear and comprehensive guide to evidence-informed teaching there is’. Among the reasons Sherrington offers for why all teachers should read Rosenshine’s ‘Principles’ are that it ‘resonates for teachers of all subjects and contexts’, ‘because it focuses on aspects of teaching that are pretty much universal’, including‘questioning, practice [and] building knowledge’; it ‘makes direct links from research to practice’; it ‘does an excellent job in helping teachers to link practice to cognitive psychology’, through, for example, Rosenshine’s ‘references to ideas about memory and cognitive load theory’; and the research ‘is often based on linking classroom observations to student outcomes’. A free copy turned up at our house – they gave them out to all staff at my wife’s school. It is a good book, it’s just that half of it is already available for free anyway, so…

In this stage, Rosenshine explains the principle and the research findings supporting the importance of the principle. Rosenshine describes the advantages of the principle for teaching and learning and often outlines specific case studies to demonstrate effective uses of each principle. However, the tasks and techniques you use for any review process might be the same – there’s a whole repertoire of retrieval practice techniques teachers might use including these: 10 Techniques for Retrieval PracticeThe process of a student gradually gaining independence through modelling and scaffolding as their mastery over a skill or task increases is sometimes called ‘cognitive apprenticeship’. This is the process where a ‘master’ of a skill – i.e., someone who has achieved a level of mastery – teaches that skill to a student (‘apprentice’). The master also supports the apprentice as they become independent at proficiently completing the task or engaging in the skill in question (Rosenshine, p. 18). then offers practical examples for how to apply each principle. The resource is short but provides concise examples of each ‘principle in action’ across a range of subjects.

In a CLIL context like mine I feel less inclined to consider language learning as something separate from subject content or something that doesn’t require deliberate learning at times. Mainly, it’s the contradictions. In the conclusion the author shares some ‘improvement agendas’ which roughly focus on each strand of principles. Sherrington makes it clear that teachers and leaders should focus on one thing at a time, rather than aiming for improvements across multiple areas. This contradicts his earlier comment that there is likely crossover between the principles themselves, making it hard to focus on development in one particular area. If you are focusing on developing scaffolding techniques then you might well end up working on ways to support learners moving from guided/controlled practice to independent practice. There doesn’t seem a need to focus on developing individual strategies only, just an awareness that you can’t focus on everything at once.

This image features on p. 19 of Rosenshine’s article in its 2012 publication in American Educator. It’s also discussed in this blog post on Rosenshine’s principles by Tom Sherrington.

Objective: for students to feel safe offering answers of which they are unsure and not form a ‘habit of … “I don’t know” … as a get-out’. Rosenshine reduces those seventeen procedures to his ten ‘principles of instruction’. The fourth of those ten principles is: There is a danger that by suggesting this is a ‘basic flow of many learning experiences’, the author (as an experienced teacher) is suggesting it is preferable, and it is very much taken out of subject context. Anyway, Sherrington’s practical suggestions are insightful and his style highly personable. His coverage of each principle reads a bit as a blog post. It wouldn’t surprise me if they originally were – not a criticism in any way as the author’s voice really comes through. Was at your Research Ed presentation on Saturday about this – compelling stuff and I was particularly intrigued by your description of teaching about magnets and magnetism – fascinating phenomenon. And if we take Brian Arthur’s view that technology can be seen as the exploitation of phenomenon that have been revealed, explored and explained by science this provides an interesting opportunity for science d&t collaboration. Students explore the phenomenon in science lessons; take the results of their exploration into their d&t lessons where they are challenged with, “Well, how can you exploit the phenomenon of magnetism?” Some of the explorations might be on paper only, some might develop small-scale models and some might develop working prototypes. I think it is likely that such exploitations would lead to a significantly enhanced understanding of magnetism as well as providing the opportunity for some open ended D&T.Sherrington writes that ‘ideally [this strategy] needs to be the default mode for most questions – absolutely routine’. He also writes:

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