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Rosenshine's Principles of Instruction, 2012

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Rosenshine's Principles of Instruction, 2012

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Barak Rosenshine’s principles come from three sources:

1. research from cognitive science – specifically, research concerning how the brain acquires and uses new information;

2. research based on observations of the classroom practices of master teachers;

3. findings from studies that taught learning strategies to students; specifically, research from cognitive science on ‘cognitive supports and scaffolds that helped students learn complex tasks’.

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Working memory - memory system where small amounts of information are stored for a very short duration - up to 7 items for 5-20 seconds (Peterson & Peterson 1959)
Working memory roughly equates with what we are conscious of at any one time.
Long term memory is unlimited and indefinite!

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The importance of review. I love that we have built this in our Mathematics planner.

Labelling you own mental processes as a teacher. Thinking aloud means the students get to observe 'expert thinking'.

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It's great that our Fin Model considers that our blocks have clearly taken into consideration how much a child can learn in a given amount of time. Also with the addition of brain breaks to process information, we have in place a great system.

In addition we need to be very careful exactly what comes out of our mouths and reducing unnecessary subject matter when teaching with regard to cognitive load. The more we say the more load we are placing on young learners who are trying to strengthen schemas.

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Research suggests that an average person can only hold about four chunks of information in their working memory at one time (Cowan 2001), although there is evidence to indicate differences in working memory capacity between individuals

If working memory is overloaded, there is a greater risk that the content being taught will not be understood by the learner, will be misinterpreted or confused, will not be effectively encoded in long-term memory, and that learning will be slowed down (Martin 2016, p. 8). The automation of schemas reduces the burden on working memory because when information can be accessed automatically, the working memory is freed up to process new information

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Decades of research clearly demonstrate that for novices (comprising virtually all students), direct, explicit instruction is more effective and more efficient than partial guidance. So, when teaching new content and skills to novices, teachers are more effective when they provide explicit guidance accompanied by practice and feedback, not when they require students to discover many aspects of what they must learn. (Clark, Kirschner & Sweller 2012, p. 6, see also Kirschner, Sweller & Clark 2006)

Our I do, We do and You do is perfect to achieve what is described above

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Providing guided practice after teaching small amounts of new material, and checking for student understanding, can help limit the development of misconceptions.
Barak Rosenshine, p. 17

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Some of the statistics about the length of time given to instruction time were very interesting - For example, the most effective teachers spent about 23 minutes of a 40 minute period in lecture, demonstration, questioning, and working examples, and, most successful teachers spent more time in guided practice, more time in asking questions, more time checking for understanding, more time correcting errors.
How does this fit with our current practice? Do we need to spend more time in instruction as a whole class before sending students off to complete work independently?

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Providing guided practice after teaching small amounts of new material, and checking for student understanding, can help limit the development of misconceptions.

Students are more likely to develop misconceptions if too much material is presented at once, and if teachers do not check for student understanding.

Barak Rosenshine, p. 17

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I found the idea of 'overlearning' really interesting. When students are given enough practice time to become fluent and automatic in a skill, it means that the skill no longer takes up space in their working memory. This leads to students being able to have greater skill application rather than skill remembering.

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1) Intrinsic load - the complexity of the material and the prior knowledge of the learner (Necessary for learning but harmful if too high)
2) Extraneous load - Poorly designed instruction that does not facilitate automation (harmful)
3) Germane load - Well designed instruction that facilitates automation (helpful - and what we are aiming for!)

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Cognitive Load Theory and Principles of Instruction 

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Cognitive Load Theory and Principles of Instruction 

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Information that can be held by a person - An average person can only hold about four chunks of information in their working memory at one time. However, working memory capacity can differ between individuals.

Overloading working memory - If working memory is overloaded, there is a greater risk that the content being taught will not be understood, will be misinterpreted or confused, will not be effectively encoded in long-term memory and that learning will be slowed down.

The importance of using visuals in our teaching - Working memory can be subdivided into auditory and visual streams. Using both auditory and visual channels increases the capacity of working memory and facilitates more effective learning.

The importance of reviewing previous work – Reviewing previous work helps to strengthen connections along with the recall of words, concepts and procedures. Effective teachers spent 5-8 minutes reviewing previous work at the start of each lesson (Something I think we do well at St B’s).

The importance of questioning – using a range of different techniques so that all students are involved.

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The importance of checking for understanding

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The importance of checking for understanding

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The research reinforced the importance of checking for student understanding and how this provides opportunities for students to practise and engage with new material.

I also appreciated the suggestion on how teachers can check this understanding in different ways.

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I found the importance of daily, weekly and monthly reviews interesting. It led me to think about how I feel we are doing well at incorporating
these reviews into our teaching through mini lessons, minds on activities and flash cards.

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Teaching new content in smaller portions is beneficial in many ways. Not only does it help to be sure students are processing the content they are being taught and not overwhemling them but it also helps teachers with their time management.

Being mindful of how long students are on the floor for (8-10 mins) during explicit teaching time prevents overloadeding their WM, tuning out and becoming bored and gets students up and pracising those skills for longer to therefore master them quicker before moving on.

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The phrase 'does anyone have any questions' has phased out of my explcit teaching because as the reading suggested just because no one puts up their hands doesn't mean they took in the new learning and understand what the need to do.

Typically I would say 'I'd like to hear 3 different questions'  before moving kids off but it's good that the pre-reading suggests other ways (some that we already use) like turn and talk, summarise and think alouds.

I wonder if we could collaborate and create a list of ways to to ask or check for understanding with our students so we have consistentcy across the school?

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This paper is a great reminder of the core instructional practices that we are doing everyday. I particularly liked the highlight of "the most successful teachers spent more time in guided practice, asking questions, checking for understanding and correcting errors".

I know my ability to "anticipate students' errors and warn them about possible errors some of them are likely to make" will continue to strengthen over time. It is during explicit teaching when we can make mistakes, consider possible misunderstandings and work through them together- that I find our richest discussions can take place. Students consider alternate perspectives and ways of working that ultimately enhance their learning journey.

As Matt pondered- do our length of instruction time serve the students enough? Do we collectively decide this time or make professional judgements based on the topic, students and how we know they learn best? Where does this lend to the important message of 'overlearning' and our Finnish education model?

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I found this paper really interesting and pairs nicely with Principles of Instruction. More specifically, knowing that small amounts of information will be processed and stored in long term memory and thus creates a high achieving students due to the success of schemas being built.

To echo Ben- our model is a perfect culmination of research based instruction.

I wonder how we improve what we are already doing to achieve more successes in the classroom with our students? I am excited for our 'What's next?'.

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"Daily review can strengthen previous learning and can lead to fluent recall" - seems obvious but very easily underestimated. Must not take this for granted, particularly during those warm up parts of a lesson.

Also, providing worked examples and models can help students, especially when outlined with how they fulfill success criteria

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Wondering how Cognitive Load theory relates to Gardner's multiple intelligences and whether loads can increase based on those intelligences

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Almost two years ago we chose to teach InitaLit because the research told us to that to teach to the way the bottom 10-15% of children (children with dyslexia) needed to learn to read would benefit ALL children to learn to read.
Using our knowledge of cognitive load theory and EDI we can apply this in the same way. That is, not all students will need us to facilitate EDI to learn a new concept, but all students will benefit.
A cognitive assessment (WISC) identifies a child's working memory ability. We have students at our school with a WM ranging from being at the 0.1st percentile, through to children with very strong working memories. Reducing the cognitive load by using EDI will ease the pressure on working memory and benefit all students regardless of working memory ability. It is vital to us as educators, and to the students in our classrooms, that we are fully educated in the science of learning.

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It was interesting to hear a term such as "cognitive apprenticeship" being used to describe the process of helping students solve difficult problems through modelling and providing scaffolds. Teachers and LSO's are therefore similar to an apprentice's mentor who gradually releases more responsibility to them as thry eventually begin to master new skills,

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It is interesting that there are limits to how much new information the brain can process at one time but no limits to how much stored information the brain can process. Building upon previous learning to create new scaffolds and assist new learning is therefore essential to student success.