The document outlines the key principles of effective instruction according to research. It discusses 10 principles informed by research on how the brain learns, best classroom practices, and teaching learning strategies to students. The principles include beginning lessons with review, presenting new material in small steps, checking for understanding, and providing scaffolds and independent practice. The document also examines how working memory and long-term memory function, noting instruction should aim to improve long-term memory storage. A quote emphasizes that nothing has truly been learned unless it changes long-term memory.

2. What are the Principles of Instruction?
• A ‘check-list’ of ten research-informed principles and suggestions for classroom practice
• Based on three sources:
• Research on how the brain acquires and uses new information
• Research on the classroom practices of those teachers whose students show the
highest gains
• Findings from studies that taught learning strategies to students

3. • Begin each lesson with a short review of previous learning
• Present new material in small steps with students practising after each step
• Ask a large number of questions and check the responses of all students
• Provide models
• Guide student practice
• Check for student understanding
• Obtain a high success rate
• Provide scaffolds for difficult tasks
• Require and monitor independent practice
• Engage students in weekly and monthly review
What are the Principles of Instruction?

4. Research on how the brain acquires and uses new information
• Draws on the research from cognitive science
• Aligns particularly with cognitive load theory
• ‘There is a limit to how much new information the human brain can process at one time
[…] there are no known limits to how much stored information can be processed at one
time.’ (Centre for Education Evaluation and Statistics: 2017)
Working (short-term) memory vs. long-term memory

5. The learning journey
The working
memory
bottleneck
Long-term memory
storehouse
Learning
Remembering

6. The learning journey
The working
memory
bottleneck
Long-term memory
storehouse
Learning
Remembering
Lost
Forgotten

7. fixed, limited and easily overloaded
almost unlimited
An average person can only
hold about four chunks of
information in their working
memory at one time
(Cowan, 2001)

8. ‘If nothing has been changed in long-term
memory, nothing has been learned’
Kirschner, Sweller and Clark (2006)
So the aim of all instruction should be to
improve long-term memory

9. Schools may only focus on this
The working
memory
bottleneck
Long-term memory
storehouse
Learning

10. Or maybe only this
The working
memory
bottleneck

11. So this happens
at end of year
assessments.

12. We need to concentrate on augmenting
remembering
The working
memory
bottleneck
Long-term memory
storehouse
Remembering

13. •What makes effective feedback? What are the
expectations in your department?
•How can we engage students in feedback?
•How detailed should comments be?
•How often should we be marking like this?
Ineffective
Feedback
Effective
Feedback
What Does Good Feedback Look Like?

14. What do the codes mean? What you can do to improve?
QF: Question Focus
Some parts of your response are too descriptive and lack a focus on the question.
Some points may be irrelevant.
QF: Question Focus
Read the question very carefully. Highlight the key words to help you remain focused. Think very carefully
about the opening and closing sentences of your paragraphs. Is there a clear point at the start and a strong
link to the question at the end?
NC: Not Clear
Written expression needs some attention: e.g. your sentences are not explaining
ideas in a coherent way.
NC Not Clear
Re-read what you have written very self-critically. Have you expressed yourself clearly? Look carefully at
what you have actually written—not what you think you have written. Will someone else understand what
you have written? Check the structure of your sentences.
EV: Evidence
Arguments are not well supported. Either there is a lack of evidence or your chosen
quotations do not sufficiently support your point/help answer the Q.
EV: Evidence
Ensure that you have chosen evidence which links to your point and helps you to answer the question.
Select evidence carefully and make sure you embed quotations clearly into your writing.
EX: Explanations
Your explanations are not detailed enough and/or need more specific references to
the question.
EX: Explanations
Ensure that you have explained your evidence and linked it back to the point and overall question clearly
and concisely.
LA: Language Analysis
Your writing lacks detailed and thoughtful analysis of language.
LA: Language Analysis
Have you chosen particular words/phrases for analysis? Have you discussed multiple connotations and
interpretations? Have you discussed the impact such language has on the reader/audience?
C: Context
Your writing lacks contextual information
C: Context
Have you included relevant context? Is it interwoven into your argument?
AU: Audience
Your writing lacks a focus on the audience’s response.
AU: Audience
Have you said how the audience would feel/think and why?
SPaG: Spelling, Punctuation & Grammar
Your essay contains a number of important spelling errors of technical terms and may
lose you marks
SPaG: Spelling, Punctuation & Grammar
Study common spelling errors and practice writing them out repeatedly so you learn to spell them
correctly—especially if they include technical words that the examiner will expect you to know.
V: Vocabulary
Your writing may include vocabulary which is unclear or inappropriate to the task.
You may have also repeated vocabulary or misunderstood the meaning of some
words.
V: Vocabulary
Check your vocabulary choice. Have you used terms of possibility? Have you varied your connectives? Have
you used words in the correct context?

15. Closing the Gap
• Students become familiar with the marking codes
• Students understand the codes and how to apply
them to their own work
• Students respond to feedback
• Students re-draft work

18. Ways Forward
• Provide systematic feedback to students
• In verbal feedback, praise the process not the outcome
– encourage discussion
• Train students to respond to feedback independently
• Create time for reflection and improvement
• Train students to self and peer evaluate from the start
• Provide models of what is expected and help students
bridge the gap between their work and the exemplar
material

19. Pour réviser…

20. Pour commencer…
Traduisez les phrases en anglais.
J’en fais beaucoup
Elle n’en fait pas
Non, j’en ai trois Ils en mangent tous
les samedis
Il y’en a plusieurs

21. e.g. habiter
Present tense ‘nous’ form =
nous habitons
Take off the ‘ons’ = habitons
Add the endings for the
different people:
J’habit_____
Tu habit_____
Il/elle/on habit_____
Nous habit_____
Vous habit_____
Ils/elles habit_____
ais
ais
ait
ions
iez
aient

22. Comment dit-on…?
I used to watch
Step 1:
Find the ‘nous’ form of the
verb in the present tense:
regardons
Step 2:
Take off the ‘ons’:
regardons
Step 3:
Add the correct ending for
the person:
je ais
tu ais
il/elle/on ait
nous ions
vous iez
ils/elles aient
Je regardais

23. Sur les petits tableaux blancs, écrivez la phrase à
l’imparfait:
I used to play
Je jouais

24. Sur les petits tableaux blancs, écrivez la phrase à
l’imparfait:
I used to have
J’avais

25. Sur les petits tableaux blancs, écrivez la phrase à
l’imparfait:
He used to go
Il allait

26. Sur les petits tableaux blancs, écrivez la phrase à
l’imparfait:
I used to be/I was
J’étais
Remember
‘être’ is the
only verb with
an irregular
stem - ét

27. Pour commencer…Below are some expressions which can be used to develop your writing and
speaking about where you live, by increasing the range of your language.
Match up the English and the French:
1. de l’un côté…
2. de l’autre côté…
3. en plus…
4. ce que j’aime
5. ce que je n’aime pas
6. qui se trouve…
7. car…
8. puisque…
9. il y a…
10.l’inconvénient, c’est que…
1. ______________________
2. ______________________
3. ______________________
4. ______________________
5. ______________________
6. ______________________
7. ______________________
8. ______________________
9. ______________________
10. ______________________
which is found because since there is
what I like what I don’t like in addition
on the one hand… on the other hand… the disadvantage is that…

28. Les avantages et les inconvénients d’habiter en ville
J’habite un bel appartement au centre de Londres.
J’aime habiter en ville parce qu’il y a beaucoup de
distractions et mon quartier est intéressant. C’est trop
bruyant parce qu’il y a beaucoup d’embouteillages.
Pour améliorer le paragraphe, adaptez-le pour gagner plus de
varieté en utilisant les mots et phrases ci-dessous:

29. Les avantages et les inconvénients d’habiter en ville
J’habite un bel appartement au centre de Londres.
J’aime habiter en ville parce qu’il y a beaucoup de
distractions et mon quartier est intéressant. C’est trop
bruyant parce qu’il y a beaucoup d’embouteillages.
Pour améliorer le paragraphe, adaptez-le pour gagner plus de
varieté en utilisant les mots et phrases ci-dessous:

30. ‘When re-reading Rosenshine’s principles, I am struck
by just how simple it all sounds. But this shouldn’t be
surprising. Teaching, at its core, is simple. Recap
previous information, input of new information, apply
it, test and respond. However, doing these simple
things well is complex and deserves some
consideration.’
Mark Enser
Head of Geography and blogger, Heathfield Community College

31. References and acknowledgements
Centre for Education Statistics and Evaluation, NSW Department of Education (2017) Cognitive load theory: research that
teachers really need to understand. https://www.cese.nsw.gov.au//images/stories/PDF/cognitive-load-theory-VR_AA3.pdf
Cowan, N (2001) The magical number 4 in short-term memory: A reconsideration of mental storage capacity, Behavioural
and Brain Sciences, 24:1, 87-114
Enser, Mark https://heathfieldteachshare.wordpress.com/2018/04/23/putting-theory-into-practice/
Kirschner, P.A., Sweller, J. & Clark, R.E., (2006) Why Minimal Guidance During Instruction Does Not Work: An Analysis of the
Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching, Educational Psychologist,
41:2, 75-86 https://www.tandfonline.com/doi/pdf/10.1207/s15326985ep4102_1?needAccess=true
Rosenshine, B. (2012) Principles of Instruction: Research based principles that all teachers should know. American
Educator, Spring 2012. http://www.aft.org/pdfs/americaneducator/spring2012/Rosenshine.pdf
Sealy, Clare @ClareSealy