Source: https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/4-1-2-rosenshines-6-10 [Revision notes](https://senecalearning.com/en-gb/revision-notes.md) › [Teacher CPD](https://senecalearning.com/en-gb/revision-notes/teacher-cpd.md) › [CPD: Cognitive Science for Teachers - Seneca Certified Educator](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator.md) › Rosenshine's 6-10 # Rosenshine's 6-10 CPD: Cognitive Science Level 1, topic 4.1.2 ## Rosenshine's Principles of Instruction 6-8 Here are another 3 of Rosenshine's Principles. ### Principle 6 ![Principle 6](https://image-v2.cdn.app.senecalearning.com/2018-09/9e172e32-d751-475c-9afa-30efb666031d/ok-tick-yes-check-.png) - 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 ![Principle 7](https://image-v2.cdn.app.senecalearning.com/2018-09/1c79e9af-71c0-4058-9b1c-7f2a44b4806e/children-success-win-laptop-.jpg) - 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. ### 8. Provide scaffolds in difficult tasks ![8. Provide scaffolds in difficult tasks](https://cdn.pixabay.com/photo/2016/12/09/19/37/construction-1895879__340.jpg) - 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 ![Principle 9](https://cdn.pixabay.com/photo/2014/10/18/07/08/shield-492989__340.jpg) - 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 ![Principle 10](https://image-v2.cdn.app.senecalearning.com/courseImages/biology/5.3.3%20Hormones%20in%20reproduction/calendar-reset.jpg) - 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. ## Test yourself on Rosenshine's 6-10 - What kind of scaffolds does Rosenshine suggest in Principle 8? - What does "obtain a high success rate" NOT involve? - What does Principle 8 suggest? - What does Rosenshine suggest regarding independent practice? [Practise this topic for free](https://app.senecalearning.com/classroom/course/9f6bf15c-23fe-401c-810a-3bc66d761885/section/2625f075-5065-4fd8-995c-9b583554e730/session) - Previous topic: [4.1.1 Rosenshine's Top 1-5](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/4-1-1-rosenshines-top-1-5.md) - Next topic: [4.2.1 Dunlosky's Strategies](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/4-2-1-dunloskys-strategies.md) ## CPD: Cognitive Science Level 1 contents ### 1 Memory - 1.1 Memory Processing - [1.1.1 Overview of Memory](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/1-1-1-overview-of-memory.md) - [1.1.2 Memory Processing](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/1-1-2-memory-processing.md) - 1.2 Types of Memory - [1.2.1 Types of Memory](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/1-2-1-types-of-memory.md) - [1.2.2 Working Memory](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/1-2-2-working-memory.md) ### 2 How Do We Learn? - 2.1 Neural Model of Learning - [2.1.1 Neural Model of Learning](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/2-1-1-neural-model-of-learning.md) - [2.1.2 Desirable Difficulties](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/2-1-2-desirable-difficulties.md) - [2.1.3 The Forgetting Curve](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/2-1-3-the-forgetting-curve.md) ### 3 Cognitive Load Theory - 3.1 CLT - [3.1.1 CLT](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/3-1-1-clt.md) - [3.1.2 Background Knowledge](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/3-1-2-background-knowledge.md) ### 4 Effective Strategies - 4.1 Rosenshine's Principles - [4.1.1 Rosenshine's Top 1-5](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/4-1-1-rosenshines-top-1-5.md) - [4.1.2 Rosenshine's 6-10](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/4-1-2-rosenshines-6-10.md) - 4.2 Dunlosky's Strategies - [4.2.1 Dunlosky's Strategies](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/4-2-1-dunloskys-strategies.md) - 4.3 Dylan Wiliam - [4.3.1 Dylan Wiliam](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/4-3-1-dylan-wiliam.md) - 4.4 Daniel Willingham - [4.4.1 Daniel Willingham](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/4-4-1-daniel-willingham.md) - 4.5 The Learning Scientists - [4.5.1 The Learning Scientists](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/4-5-1-the-learning-scientists.md) - [4.5.2 Practical Ideas](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-cognitive-science-for-teachers-seneca-certified-educator/4-5-2-practical-ideas.md)