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Principle 1: Begin a lesson with a short review of previous learning: Daily review can strengthen previous learning and can lead to fluent recall.

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Principle 1: Begin a lesson with a short review of previous learning: Daily review can strengthen previous learning and can lead to fluent recall.

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activating prior knowledge

5-8 minute review

important for subsequent learning

reviewing concepts as homework

recalling concepts that are relevant for upcoming lesson

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Principle 2: 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.

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Principle 2: 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.

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Successful teachers present small amounts of new information at a time and teach the information in a way that in which each point is mastered at a time before moving onto the next point. The use of short presentations and limited new material allow for concrete learning among students. Everything is very explicit and allowed for deeper analyzations and processing of the new information. If an educator teaches a lot of new information at a time, they will find themselves frequently repeating it, and the students' processing of the information.

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Principle 6: used by effective teachers in the classroom by checking repeatedly for student understanding, asking students to summarize, and having them repeat questions or directions. 

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Principle 6: used by effective teachers in the classroom by checking repeatedly for student understanding, asking students to summarize, and having them repeat questions or directions. 

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Principle 3: Ask a large number of questions and check the responses of all students: Questions help students practice new information and connect new material to their prior learning.

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Principle 3: Ask a large number of questions and check the responses of all students: Questions help students practice new information and connect new material to their prior learning.

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successful teachers ask many questions to their students; helps teacher determine what students know and what needs corrections

they should also ask students how they found their answers

teachers found that if they asked more factual-based and process-based questions it caused higher-achieving test scores in their students

active participation allows student involvement and teachers are able to gauge how many students are confident and correct. It also guides teachers in what they need to reteach.

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Principle 8: Provide scaffolds for difficult tasks: the teacher provides students with temporary supports and scaffolds to assist them when they learn difficult tasks.

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Principle 8: Provide scaffolds for difficult tasks: the teacher provides students with temporary supports and scaffolds to assist them when they learn difficult tasks.

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Scaffolding provides student with a framework of solving problems or completing tasks before they themselves know how to do it. It is a process that shows the students how to complete a task by following the example of someone who already knows how to do it, e.g. the teacher. The teacher will do a task and narrate what their thought process is while doing the task. This provides the students with the framework to try it themselves. Questions such as "who, why, and how" are often used to help find the solutions, and the step-by-step process provides a follow along checklist for the students. Scaffolding is a temporary support until the students are able to complete the task themselves with their own personal thought process.

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Principle 5: Guide student practice: Successful teachers spend more time guiding students' practice of new material.

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Principle 5: Guide student practice: Successful teachers spend more time guiding students' practice of new material.

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Research: When learning new information, there must be significant rehearsal in order for students to commit the information to their long-term memory. Once it is committed to their long-term memory, students are able to achieve the material and are able to use the material they were given to learn and problem-solve.

How can teachers do this? They can do this by asking questions that require students to rehearse the material. They must be supervised and encouraged to not only read the material, but be engaged in it.

In the classroom: In one case of a successful math teacher, she spent more time presenting material and guiding practice, then using extra time to give examples and check for student understanding. Across the board, the teachers who had the most success spent the most time in guided practice. They also had students extremely engaged when doing individual work at their desks, which implies that the students received good explicit instruction and were prepared for the independent work.

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Principle 4: providing students with models and worked examples can help them learn to solve problems faster

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Principle 4: providing students with models and worked examples can help them learn to solve problems faster

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Research states that students need cognitive support in order to solve problems and when teachers work problems out for their students to see, students are getting the support they need.

This translates to the method "I do, we do, you do" First the teacher demonstrates the skill to the class. Second, the teacher asks for volunteers as they solve another similar problem and then finally the teacher releases the students to solve a problem on their own

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Principle 7: Effective teachers used scaffolding techniques to achieve higher success rates. A common problem with many students is that they don't know how to get to the solution to their problem by themselves. 

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Principle 7: Effective teachers used scaffolding techniques to achieve higher success rates. A common problem with many students is that they don't know how to get to the solution to their problem by themselves. 

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Once they are walked through the process, they display understanding, but without the prompts given by the teacher, it is difficult for them to get to the end goal. Another example is having the teacher think aloud to display the thought process. Showing students how to think through different types of problems so they can later use those techniques on their own.

One example of an effective teacher using this technique was by having the students not turn in their homework when she realized that they were not understanding. Instead, she went back and retaught the lesson.

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Principle 9: Require and Monitor Independent Practice: Students need extensive, successful, independent practice in order for skills and knowledge to become authentic.

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Principle 9: Require and Monitor Independent Practice: Students need extensive, successful, independent practice in order for skills and knowledge to become authentic.

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Guided practice should be followed by independent practice in order to ensure that the student is becoming "fluent and automatic" in a skill.

Extensive and successful practice

Independent work should involve the same material as the guided practice.

Students must be adequately prepared for an activity such as independent practice.

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Principle 10 Engage students in weekly and monthly
review: Students need to be involved in extensive
practice in order to develop well-connected and
automatic knowledge:

Students need practice and extensive reading to make interconnections and broaden their knowledge. Teachers provide frequent review, extensive reading, and discussion and application activities to increase their cognitive ability to recall information and build on their prior knowledge.