A short list of teaching practices drawn from what effective teachers, cognitive science and classroom research agree on.
Rosenshine's 2012 paper is unusual in taking three separate literatures — observational studies of effective teachers, cognitive science on memory, and instructional research — and reporting where they converge. Daily review, small steps, checking understanding, and guided practice appear in all three, which is a stronger warrant than any one of them alone.
In practice
- A lesson that begins with review of last week's material recovers what would otherwise have decayed.
- A teacher who asks four pupils and moves on has sampled, not checked.