CPD: How to apply Rosenshine in your classroom

• Citizenship
• Higher Education (non-degree)

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I have implemented Rosenshine's principles into my own, or my departments teaching routine

Yes!

Somewhat...

Not Yet.

What (if any) of Rosenshine's principles have you implemented in your practice? How?

Approach

I won't be going through each principle individually for times sake! For clarity, we have divided these into blocks of 3 learning techniques, each related to one of the following classroom activities: explain, question, practice, and feedback.

 Learning techniques and strategies:

explanation of a new topic

 Rosenshine’s first, second, and fourth principles of instruction

Using the alphabet, see how many words linked to (topic) you can come up with!

Movable images/ Zoom in

Each new piece of the puzzle (image) is accompanied by a new question, such as:

What do you see?

What stands out?

Does this new piece of information complete the picture?

Do you have more questions?

Movable image to reveal parts of a picture

Sandbags were filled with earth and mud to protect the soldiers.

In the beginning of the war the rations were still reasonable, but as the war lasted longer, there was less and less (good) food.

When the soldiers didn't have to fight, they played with cards, for example.

In addition to the enemy, the soldiers suffered greatly from vermin such as rats and fleas. Some soldiers spent the time between battles killing rats.

Not only did the dogs keep the soldiers company, they also delivered groceries between the trenches.

Soldiers could often only sleep during the day, because the night was a good time to spy on the trenches of the enemies. 

With a periscope, the soldiers were able to see the enemy without taking great risks. A periscope works with mirrors.

Thousands of letters and diaries of soldiers from the First World War have been preserved. These are important and valuable sources today.

For the safety of the soldiers, the trenches weren't shaped in straight lines. THey had corners.

Between the North Sea and the Swiss border (Westfront) 40,000 km of trenches were constructed.

The area between the trenches has changed completely in four years. A no-man's-land is created.

http://www.bbc.co.uk/schools/0/ww1/

360˚ video of the trenches in World War 1

During the video you can look in all directions! Give it a try!

Being on guard was one of the most important tasks you could get. There were very severe penalties for falling asleep during guard duty.

Besides fighting and keeping watch, there were plenty of other annoying jobs in the trenches, such as refilling sand shops, repairing barbed wire or emptying the latrines (toilets).

Hotspots

Allows students to engage with an image or piece of information without having to move at the pace of everyone else, really easy to re-visit information 

Last lesson the name of the main author we examined was..

1. Shakespeare
2. Austin
3. Hooper
4. Richards

Last term the name of the main author we examined was..

1. Shakespeare
2. Austin
3. Hooper
4. Richards

Enhance Questioning

Use components like the Spinner to easily encourage further questioning on the topic - a name generator or simple lollipop sticks can encourage the same level of questioning.

 Learning techniques and strategies: Asking Questions

 Rosenshine’s third and eighth principles of instruction

Cuba

crisis

Fall of the Wall

Treaty of Versailles

Republic of Indonesia

Russian Revolution

Bierkeller-

Putsch

Using a drag and drop can help break down complicated topics into smaller tasks - and provide scaffolding for student practice 

Who says the following line: 
“I am not an owl.”

Harry Potter and the Goblet of Fire

1. Luna Lovegood
2. Sybill Trelawney
3. Molly Weasley
4. Hermione Granger

Who says the following line:
"Tell me, what exactly is the meaning
of a rubber duck? "

Harry Potter and the Chamber of Secrets

1. Remus Lupin
2. Serius Black
3. Arthur Weasley
4. Professor Horace Slughorn

Who says the following line: 
“Have a biscuit, Potter.”

Harry Potter and the Order of the Phoenix

1. Minerva McGonagall
2. Sybill Trelawney
3. Bellatrix Lestrange
4. Poppy Pomfrey

Who says the following line:   

“You’re a little scary sometimes, 

you know that? Brilliant, but scary.".

Harry Potter and the Sorcerer's Stone

1. Harry Potter
2. Ron Weasley
3. Professor Minerva McGonagall
4. Hermione Granger

Games like Bingo, or 'cold call' questioning are a great way to frequently check knowledge. Create some 'on call' question cards about key topics in your subject or create and save a slide with spinners on that you can use repeatedly throughout the year

Measuring knowledge/ Formative assessment

 Learning techniques and strategies: Guiding and monitoring student practice

 Rosenshine’s fifth, seventh, eighth and ninth principles of instruction

Y

N

T

I

M

R

G

E

A

Create as many words as you can about (topic) using the word wheel.

I will show you an image and give you a short amount of time to observe it, one by one. Once you have had a look, try to reproduce

it correctly by working with your team. While looking at the image you cannot use the paper, pencil, or digital devices. Think of ways to replicate it as well as possible

Image or Action based answering

Image movable to cover after 20 seconds

Now you have all seen the image, you have 5 minutes to show me what you saw. How you do so is up to you..

Question for my answer

Using the spinner, or another automated random generator (even bits of paper in a shoeboxes) Have as many separate options as you want to form an answer, the students then have to come up with the question: 

Are quizzes a fantastic way to guide student progress and set as homework to set an enjoyable and engaging routine for private study?

1. 
2. 
3. 
4. 

 Learning techniques and strategies: Gathering of Feedback

 Rosenshine’s sixth and tenth principles of instruction

SWOT analysis

Training your pupils in how to effectively use this format can drastically improve their understanding of their own levels of comprehension. You could have a bank of these printed ready to hand to students!

What are the Strengths, Weaknesses, Opportunities and Threats to my understanding of (topic)?

Remember when performing SWOT analysis, or even formative assessments, the more records you can retain and encourage the students to reflect on, the more you are encouraging them to be mindful of their own learning, and understanding of their own needs - think Metacognition! (see a future webinar if you want some tips on how to encourage that with your pupils...

Digital tools, especially LessonUp have been designed to help teachers have an incredible backlog of information to help inform them of their own practice, and make available to students when appropriate.

'Exit Tickets': Summarise what you learned today in 60 seconds!

Summative, summative, summative.

Use your data! LOTS! Show your students how to use it too...

Everything in LessonUp is designed not only to be excellent at sharing information but so that summative assessment can be easily and seamlessly blended into every lesson.

If the Plenary is the part of the lesson where we are expecting them to recall everything they have learned, and use it to judge if they have made effective progress, then this is the part of the lesson your pupils need to have the most engagement and enthusiasm for. End your lesson with a bang, not a whimper.

Make Plenary time a positive and memorable one.

Are there any questions you would like me to get back to you on? Insert them below, or book a time with me from the link in the chat.