Principles of Instruction

24-25

Classroom Practice

Principles of Instruction

Research-Based Strategies that ALL Teachers Should Know

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introduction

This resource is based on the information presented in the article: "Principles of Instruction: Research-Based Strategies that All Teachers Should Know", by Barak Rosenshine

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Index

Research-Based Strategies

Check for student understanding.

Begin a lesson with a short review of previous learning.

Obtain a high success rate.

Present new material in small steps with student practice after each step.

Provide scaffolds for difficult tasks.

Ask many questions and check all student responses.

Require and monitor independent practice.

Provide models.

Engage students in weekly and monthly review.

Guide student practice with new material.

Summary

Article

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Article

Principles of instruction

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Short Review

...at beginning of lesson

Begin a lesson with a short review of previous learning: Daily review can strenghten previous learning and can lead to fluent recall

• Review Options:

• Vocabulary
• Math facts
• Formulas
• Events
• Previously learned concepts
• Correct homework
• Review concepts/skills that were part of homework
• Student points of difficulty

• Review errors
• Review material that needs "overlearning"- lead to automaticity

Allowing for review and "overlearning" makes concepts automatic. This automaticity frees up working memory and brain capacity to learn new concepts within the direct instruction.

5-8 minute review at beginning of lesson.

Present New Material...

... in small steps with student practice after each step: Only present small amounts of new material at any time, and then assist students as they practice this material.

the brain and Working Memory

• Located in the prefrontal cortex .
• Does not mature until age 25.

• The capacity for working memory is FOUR CHUNKS in young adults.

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In one study, the most effective teachers spent approximately 23 minutes of a 40-minute period in direct instruction, questioning and modeling examples. In contrast, the least effective asked only 9 questions in a 40-minute period, explaining material and then using worksheets for students to independently answer questions.

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Ask

Questions

Understanding

The most effective teachers ask students to explain how they found their answer.

- Process questions are more effective in student learning than factual ones. - Questions should involve students:- Share answer with partner - summarize/write answer on paper or share on card and hold up

- Providing questions as active participation involves student comprehension and allows the teacher to see student understanding.

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provide

Models and worked examples

What is a worked example or what does a model in the classroom look like?

Example

Guide

student practice

when presenting new information

Guiding Practice:

Successful teachers spend more time guiding students' practice of new material.

• Plenty of rehearsal of new material is a must or it will be forgotten
• present small amounts of material at a time
• guide student practice
• classkick or Peardeck
• teacher works problem first
• explain reason for each step
• student repeats same procedure
• teacher asks questions, corrects errors

provide additional explanations

check for student understanding

provide sufficient instruction

keep students engaged

give many examples

info quote

check for

Student understanding

• Ways to check for understanding:

• ask questions
• ask students to summarize
• repeat directions
• or procedures
• ask to agree or disagree with other answers
• as to think aloud
• ast to explain or defend their position

The "check" has several purposes: - identify gaps in understadning - causes elaboration on material learned - makes connections to other learning that is located in the long-term memory - identifies material that needs to be retaught

Formative Assessment

High Success Rate...

the brain and long-term Memory

• As new material is learned, a "gist" of the content is created in long-term memory.
• Caution must be made that errors are not made during this time
• errors may occur because too much information is being presented with little to no background knowledge

• Success (Mastery Learning) can be reached by:
• teaching in small steps
• allowing for enough practice on each part of lesson before moving forward
• checks for understanding, requiring responses from all students

...the select success rate for nurturing learner achievement seems to be approximately 80% when learners are working on content independently.

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Mastery learning is a way to instruct learners where they go through lessons by mastering one set before they move onto the next. In many instances, learners may be tutored by their peers or teachers to help them master the current unit.

provide

scaffolds

examples of scaffolds in the classroom.

- Prompts such as "who", "why" and "how" support asking questions as learners read which aids comprehension. - Think alouds model "expert thinking" for learners - Anticipate student errors and model how to recognize and correct before students begin working independently.

- Providing checklists for work completion or evalutation of work. - Provide expert models to compare work and "see" exemplars

Scaffolds

• Additional review and elaboration to become fluent (not just in reading)
• applies to facts, concepts, processes to connect to other learning
• ex. operations, conjugating verbs in foreign language, completing chemical equations
• Success, remembering that the material should be the same as guided practice.
• Engagement- teacher should supervise (optimal time has been found to be 30 seconds per student) independent work. If it is longer, guided instruction should occur.

Require and monitor

independent practice

What does independent practice provide for learners?

If Independent work isn't an option:

• Cooperative learning has also been proven to show learner success (more so than the regular setting)
• advantages come from the need to explain content to peers and receive their feedback

cooperation vs collaboration

Engage students in

weekly and monthly

review

Research findings:

• when knowledge is well connected it is easier to process new information
• the more content is reviewed the stronger the interconnections to long-term memory become
• review helps learner put information into patterns and this helps the ability to recall previous learning
• best way to become an expert is through PRACTICE
• Suggestion:
• review past week's work on Monday's
• review monthly work every 4th Monday

provide extensive/variety of reading

provide frequent review

discussion and application activities to grow background knowledge

Weekly quizzes provide extra practice

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summary

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