Rosenshine’s Principles

Barak Rosenhine (1930 – 2017) was a professor in the Department of Educational Psychology at the University of Illinois. Along with Robert Stevens, he explored teacher instruction, and identified the approaches and strategies that were features of the most successful teachers’ practice. His 2010 ‘Principles of Instruction’ are grounded in a varied range of evidence from three sources:

Cognitive science research focusing on how the human brain acquires and uses new information. This provided insights into how to overcome the limitations of working memory when attempting to learn new things.
Direct observation of ‘master teachers’, those whose students made the most academic progress as measured by attainment tests. These focused on aspects such as how they presented new information and made explicit links to prior learning, how they monitored and assess the understanding of their students, how they provided opportunities for rehearsal and practice, and the types of support used to scaffold the development of understanding and retention of knowledge.
Research on cognitive supports and scaffolds, such as the use of models and instructional procedures, that helped students to learn complex tasks.

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