Professor Barak Rosenshine
This review presents 10 research-based principles of instruction, and suggestions for classroom practice gathered from research on how our brains acquire and use new information; research on the classroom practices of teachers whose pupils show the highest gains; and findings from studies that taught learning strategies to pupils.
In compiling the principles the authors found that there is no conflict between the instructional suggestions that come from each of these three sources. In other words, these three sources supplement and complement each other well, and the fact that the instructional ideas from three different sources supplement and complement each other accentuates the validity of the findings.
The instructional principles covered include beginning a lesson with a short review of previous learning; presenting new material in small steps allowing pupils to practice after each step; asking a large number of questions and checking responses of all pupils; and providing model answers.
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