4.1.2
Rosenshine's 6-10
Complete the interactive activities in the Seneca app to work towards your CPD certificate.
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
1.2Types of Memory
2How Do We Learn?
2.1Neural Model of Learning
3Cognitive Load Theory
4Effective Strategies
4.1Rosenshine's Principles
4.2Dunlosky's Strategies
4.3Dylan Wiliam
4.4Daniel Willingham
4.5The Learning Scientists
Jump to other topics
1Memory
1.1Memory Processing
1.2Types of Memory
2How Do We Learn?
2.1Neural Model of Learning
3Cognitive Load Theory
4Effective Strategies
4.1Rosenshine's Principles
4.2Dunlosky's Strategies
4.3Dylan Wiliam
4.4Daniel Willingham
4.5The Learning Scientists
Practice questions on Rosenshine's 6-10
Can you answer these? Complete these activities in the Seneca app to progress towards your certificate.
- 1What kind of scaffolds does Rosenshine suggest in Principle 8?Fill in the list
- 2What does "obtain a high success rate" NOT involve?Multiple choice
- 3What does Principle 8 suggest?Multiple choice
- 4The final 2 Rosenshine's Principles:Fill in the list
- 5
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