Rosenshine's 6-10

Test yourself

Rosenshine's Principles of Instruction 6-8

Here are another 3 of Rosenshine's Principles.

Principle 6

Check for understanding.
Constant checking is important to catch misconceptions before they harm learning. It also helps teachers notice if parts of the content need reteaching.
Rosenshine suggests that teachers ask direct questions, instead of asking students if they have questions and assuming that silence means full understanding of the topic.

Principle 7

Obtain a high success rate.
This principle relates to making sure all students have mastered the current set of lessons before moving on to the next one. It involves checking for misconceptions and asking questions.

Provide scaffolds in difficult tasks

When students are completing a hard task, the intrinsic working memory load is high. Because of that, it is important to provide temporary instructional support.
These scaffolds can be gradually removed as pupils advance in their understanding and fluency on a topic.
Rosenshine suggests using cue cards, checklists, worked examples and models as scaffolding.
Teachers can also anticipate students’ errors and warn them about them beforehand.

Rosenshine's Principles of Instruction 9-10

Here are the last 2 principles shared by Rosenshine.

Principle 9

Stimulate and monitor independent practice.
Independent practice should be used after guided practice. That is, when students are already very competent in a topic, they can practice independently in order to become fluent and retrieve information automatically.
- Rosenshine calls this process “overlearning”.
Independent practice should cover the same topic covered in guided practice as students need to be fully prepared for it.

Principle 10

Conduct weekly and monthly review.
Similar to Principle 1, Rosenshine advocates for a frequent review of previously learned material in order to help students reconsolidate information and create stronger connections.

1Memory

1.1Memory Processing

1.1.1Overview of Memory

1.1.2Memory Processing

1.2Types of Memory

1.2.1Types of Memory

1.2.2Working Memory

2How Do We Learn?

2.1Neural Model of Learning

2.1.1Neural Model of Learning

2.1.2Desirable Difficulties

2.1.3The Forgetting Curve

3Cognitive Load Theory

3.1CLT

3.1.1CLT

3.1.2Background Knowledge

4Effective Strategies

4.1Rosenshine's Principles

4.1.1Rosenshine's Top 1-5

4.1.2Rosenshine's 6-10

4.2Dunlosky's Strategies

4.2.1Dunlosky's Strategies

4.3Dylan Wiliam

4.3.1Dylan Wiliam

4.4Daniel Willingham

4.4.1Daniel Willingham

4.5The Learning Scientists

4.5.1The Learning Scientists

4.5.2Practical Ideas

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