ROSENSHINE

Ensure students have a secure grasp of vocabulary, concepts and skills needed for the new learning - working memory is small - allow space for new learning to occour by re-establishing previous knowledge first.

5-8 minute review - May include opportunities for additional practise to enable mastery.

Students may review and analyse each other's work.

DAILY review: Consider and plan for the words, maths, facts, procedures, concepts, vocabulary or ideas that need to become automatic.

Consider for Daily Review:

• COrrection of homework
• Review of concepts and skills practised as homework
• Asking students to identify points of difficulty or error
• Review of material where errors were made
• Review of material that needs overlearning (newly acquired skills that should be practised beyond initial competence to the point of automatic mastery

Present small amounts of new material in one go

Ensure each point is mastered before progressing

Use a series of short presentation using LOTS of examples to provide concrete learning, and elaboration to help with processing

Small steps takes a lot more time- the extra time spent presenting and guiding practise in many different ways embeds the learning: In a forty minute lecture teachers may spend 20 minutes demonstrating, giving alternative explanations, QUESTIONING and working examples.

Model your thinking in teaching a new skill, model thinking as the skill is refined, model thinking as the skill is honed.

Successful teaching and learning requires at least half a lesson lectureing, demonstrating and asking questions.

Ask more questions about processes, to get students to explain how the process was used.

Good & Grouws (1979) - "Follow presentations with a high frequency of questions"

Involve all pupils by:

• Tell the answer to a neighbour
• Summarize main ideas in 1 - 2 sentences, write down and share with a neighbour/repeat the procedures to a neighbour
• Write the answer on a card/whiteboard to hold up to the tgeacher
• Raise your hand if you agree with an answer give

Stems for Questions

Questioning in Product analysis

Questioning developing a Specification

Questioning

Provide questioning prompts

Provide Worket Out examples

Provide Step-by-step demonstrations

Model and demonstrate then identify and explain the underlying principle for each step.

Give students a fully worked out step by step guide, they then use it to solve similar problems/ complete similar tasks using the same methodology- this allows focus on the essential parts of the problem.

Provide PARTIALLY completed problems for students to complete the missing steps.

New material presented must always then be rehearsed.

Information is only stored in long term memory when students spend additional time rephrasing, elaborating on, and summarising new material.

Rehearsal is greatly aided by questioning that allows the student to process and rehearse the material.

Rehearsal is enhanced by:

• Summarising main points
• Being supervised during practice of new skills
• Receiving feedback

Provide additional, alternative explanations

Give enough instruction and information for students to work independently with ease

Present small amounts of information and THEN guide student practice

Show process and explain the reasons for each step.

Invite students to work out in front of others and discuss their thinking and processes- this gives other students additional models.

The more teachers provide sufficient instruction during guided practice, the better prepared the students are for independent work.

Check all students frequently to ensure misunderstandings are not being embedded that will require huge effort to unlearn later.

Regular stops to ask students to summarise, repeat directions or procedures, or if students agree with other students' answers.

This is for two reasons:

1. Answering questions makes students elaborate and augment their understanding by making connections to other learning in long term memory
2. Checking learning reveals which material needs re-teaching