Staff INSET

1. Rosenshine’s Principle 10
Weekly and monthly review

2. The aim
Outline principle 10
Recall previous learning from prior CPD sessions
Provide practical solutions for the classroom

3. The basics of this principle
Checking learning is embedded in long term
memory
Weekly test = diagnostic tool
Monthly test = opportunity to repair
misconceptions

4. Chocolate bar challenge
Fold your paper so that you have 8 rectangles
On one of your rectangles write down one of Rosenshine’s
principles that you can remember
You have 3 minutes to go around the room and fill in the rest of
the principles
The first person to come to me with a full (and correct) sheet
wins

5. Rosenshine’s principles
1. Daily review.
2. Present new material using small steps.
3. Ask questions.
4. Provide models.
5. Guide Student practice.
6. Check for student understanding.
7. Obtain a high success rate.
8. Provide scaffolds for difficult tasks.
9. Independent practice.
10. Weekly and monthly review.

6. Remember the forgetting curve?
Key words:
Memory
Retention
Spaced learning
Step 1: Discuss the
‘forgetting curve’ with your
partner
Step 2: write an
explanation in your book
using and highlighting the
key words below

7. Embed retrieval practice into routines
Review the previous week’s work every Monday
Review the previous month’s learning every fourth Monday
This could be a ‘do now’ activity e.g. ‘5-a-day’

8. 5 a Day
1. What was the Rosenshine’s 9th principle?
2. What are the elements that make up the learning journey?
3. TOPR stands for…
4. Amy Smith (key note speaker) discussed supporting students
with _______, _______ and ________
5. Name 5 wellbeing tips given on the trust-wide INSET

9. 5 a Day
1. Independent practice
2. Share destination, check starting points, stepping stones, checking
arrival
3. Test, organise, practice, reflect
4. Amy Smith (key note speaker) discussed supporting students with ASD,
ADHD and ODD
5. Box breathing, leaving phone in the other room, drinking water/eating
well, book end your day, marvelous Monday

10. Cognitive load theory
In less than 50 words write an
explanation of cognitive load
theory a primary school (year
5-6) student would
understand

11. Your own knowledge and recall… Information you have ‘stolen’
from your peers…
Cops & Robbers
Question/task: Insert question/task
DO NOW 00
01
02
03
04
05
06
07
08
09
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
00 00
01 01
02
03
04
05
06
07
08
09
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
00
02 01
02
03
04
05
06
07
08
09
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
00
03 01
02
03
04
05
06
07
08
09
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
00
04 01
02
03
04
05
06
07
08
09
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
00
05 :

14. Thinking and learning grid
Making links between concepts

15. Home learning
Forms quizzes on satchel (reviewing the previous week)
Followed up with mini-white boards quiz in the classroom
(reviewing the previous month)

16. Review
Outline principle 10
Recall previous learning from prior CPD sessions
Practical solutions for the classroom