Are there any downsides to Barak Rosenshine’s principles of effective instruction?
Rosenshine’s research highlights the importance of active learning, systematic teaching, and continuous assessment in the teaching process.
With some disclaimers, I am a big fan of Barak Rosenshine’s seminal research, the 17 Principles of Effective Instruction.
I first came across the research in 2015 despite its first publication in 1982; it has reached national popularity across England and, in some cases, has morphed into a methodology for teaching and learning in many schools.
This isn’t a bad thing. However, how these principles are evaluated in the classroom is really the greater problem.
I want to ignore the quality assurance processes for now and in this blog, turn to another paper published by Rosenshine himself and Robert J. Stevens, a retired professor of educational psychology at Pennsylvania State University.
