The document discusses the Law of Retention, which states that teachers should enable students to master the irreducible minimum of the material. It describes 5 stages for teaching: 1) gathering material, 2) determining the minimum content, 3) making the content easy to understand and memorize, 4) having students memorize it, and 5) ensuring students can apply the material independently. It also provides 7 maximizers for helping students memorize the content quickly, including using pictures, stories, mnemonics, objects, drama, music, and charts. The goal is for students to fully master and retain the key content.
12 AmERIcAN EdUcATOR SPRING 2012Principles of InstrBenitoSumpter862
12 AmERIcAN EdUcATOR | SPRING 2012
Principles of Instruction
Research-Based Strategies That All Teachers Should Know
By Barak Rosenshine
T
his article presents 10 research-based principles of
instruction, along with suggestions for classroom prac-
tice. These principles come from three sources: (a)
research in cognitive science, (b) research on master
teachers, and (c) research on cognitive supports. Each is briefly
explained below.
A: Research in cognitive science: This research focuses on how
our brains acquire and use information. This cognitive research
also provides suggestions on how we might overcome the limita-
tions of our working memory (i.e., the mental “space” in which
thinking occurs) when learning new material.
B: Research on the classroom practices of master teachers: Mas-
ter teachers are those teachers whose classrooms made the high-
est gains on achievement tests. In a series of studies, a wide range
of teachers were observed as they taught, and the investigators
coded how they presented new material, how and whether they
checked for student understanding, the types of support they
provided to their students, and a number of other instructional
activities. By also gathering student achievement data, research-
ers were able to identify the ways in which the more and less effec-
tive teachers differed.
C: Research on cognitive supports to help students learn complex
tasks: Effective instructional procedures—such as thinking aloud,
providing students with scaffolds, and providing students with
models—come from this research.
Even though these are three very different bodies of research,
there is no conflict at all between the instructional suggestions
that come from each of these three sources. In other words, these
three sources supplement and complement each other. The fact
that the instructional ideas from three different sources supple-
ment and complement each other gives us faith in the validity of
these findings.
Education involves helping a novice develop strong, readily
accessible background knowledge. It’s important that background
knowledge be readily accessible, and this occurs when knowledge
is well rehearsed and tied to other knowledge. The most effective
teachers ensured that their students efficiently acquired,
rehearsed, and connected background knowledge by providing
a good deal of instructional support. They provided this support
by teaching new material in manageable amounts, modeling,
guiding student practice, helping students when they made errors,
and providing for sufficient practice and review. Many of these
teachers also went on to experiential, hands-on activities, but they
always did the experiential activities after, not before, the basic
material was learned.
The following is a list of some of the instructional principles
that have come from these three sources. These ideas will be
described and discussed in this article:
• Begin a lesson with a sh ...
12 AmERIcAN EdUcATOR SPRING 2012Principles of InstrAnastaciaShadelb
12 AmERIcAN EdUcATOR | SPRING 2012
Principles of Instruction
Research-Based Strategies That All Teachers Should Know
By Barak Rosenshine
T
his article presents 10 research-based principles of
instruction, along with suggestions for classroom prac-
tice. These principles come from three sources: (a)
research in cognitive science, (b) research on master
teachers, and (c) research on cognitive supports. Each is briefly
explained below.
A: Research in cognitive science: This research focuses on how
our brains acquire and use information. This cognitive research
also provides suggestions on how we might overcome the limita-
tions of our working memory (i.e., the mental “space” in which
thinking occurs) when learning new material.
B: Research on the classroom practices of master teachers: Mas-
ter teachers are those teachers whose classrooms made the high-
est gains on achievement tests. In a series of studies, a wide range
of teachers were observed as they taught, and the investigators
coded how they presented new material, how and whether they
checked for student understanding, the types of support they
provided to their students, and a number of other instructional
activities. By also gathering student achievement data, research-
ers were able to identify the ways in which the more and less effec-
tive teachers differed.
C: Research on cognitive supports to help students learn complex
tasks: Effective instructional procedures—such as thinking aloud,
providing students with scaffolds, and providing students with
models—come from this research.
Even though these are three very different bodies of research,
there is no conflict at all between the instructional suggestions
that come from each of these three sources. In other words, these
three sources supplement and complement each other. The fact
that the instructional ideas from three different sources supple-
ment and complement each other gives us faith in the validity of
these findings.
Education involves helping a novice develop strong, readily
accessible background knowledge. It’s important that background
knowledge be readily accessible, and this occurs when knowledge
is well rehearsed and tied to other knowledge. The most effective
teachers ensured that their students efficiently acquired,
rehearsed, and connected background knowledge by providing
a good deal of instructional support. They provided this support
by teaching new material in manageable amounts, modeling,
guiding student practice, helping students when they made errors,
and providing for sufficient practice and review. Many of these
teachers also went on to experiential, hands-on activities, but they
always did the experiential activities after, not before, the basic
material was learned.
The following is a list of some of the instructional principles
that have come from these three sources. These ideas will be
described and discussed in this article:
• Begin a lesson with a sh ...
Learners and Learning: Section One: About this moduleSaide OER Africa
This covers the writers’ understanding of learning and how this informs the learning guide. It also explains how the writers intended the module to be studied. Learners and Learning aims to develop your understanding of learning. It seeks to assist you, as a teacher, to be able to analyse learning, and in so doing, to reflect on what you can do to improve it. We have divided the module into six sections.
This first section:
• introduces the module;
• discusses how we’d like you to study;
• explains how we understand learning;
• begins to explore, at a simple level, how learning is initiated
Katie Hunter and Gareth Sleightholme - Making Learning StickGareth Jenkins
A presentation from the first of the Ryedale Federation Twilight Training Sessions which took place in October where all 4 member schools took part in two training sessions hosted by both Primary and Secondary teaching staff.
The evening was an opportunity for staff from the different schools to meet each other, share ideas and teaching practice and participate in two sessions of four which they had prioritised themselves.
Similar to Bruce Wilkinson, 7 Laws of the Learner: Law 4 Retention_b maximisers (20)
Making converts, gaining decisions, does not equal making disciples. It is essential we look at the right ideas, in the right way to make real disciples of King Jesus.
It is common to refer to the process of maturing as a disciple as spiritual formation. Here, based upon work by Greg Ogden, I give a four stage process for growing into maturity, and fruitfulness, as a follower of King Jesus.
Jesus expected a process of change, growth and development in the life of his followers. Many writers suggest a three or four stage process. A four stage process is outlined here, along with personal challenge / application.
Disciple-Making, according to Greg Ogden requires at least tow major factors: Internalisation and Multiplication. This presentation adds to his ideas with some scripture and illustrative ideas challenging followers of Christ to become, and make, disciples in his image.
Name someone...who has impacted your life.
Disiple-making is a deliberate act requiring discipline and dedication
“Discipleship is all about living the life together rather than just one structured meeting each week” Chan
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Bruce Wilkinson, 7 Laws of the Learner: Law 4 Retention_b maximisers
1. Law 4:
The Law of
Retention
Method & Maximisers
Sunday 7 November 2010
2. The essence of the Law of
Retention is in these three
words:
“master the minimum.”
The teacher should enable all
students to enjoy maximum
mastery of the irreducible
minimum
Sunday 7 November 2010
3. Wilkinson introduces the Walk
Thru the Bible approach to speed
teaching - which as been used
successfully all over the world. It
has 5 stages and will be followed
here by 7 universal ways to make
all material “mind easy” so
students can memorise the
irreducible minimum easily and
enjoyably.
Retention Method
Sunday 7 November 2010
6. Teacher does research and
gathers material - they
survey the entire subject.
The more painstaking the
preparation the better the
results
Stage 1: Material
Sunday 7 November 2010
7. Get a birds eye view of the
subject.
No in depth study here - glance
at things and get an idea of them.
Expose your mind to the major
sections of material
1. Overview the subject
Sunday 7 November 2010
8. Categorise the subject into
major units of thought. Look at
the best sources and see how
they divide the material, make a
list of possible categories. Then
evaluate what you have done,
giving a code to each subject
area.
2. Organise the subject
Sunday 7 November 2010
9. A = must be required
B = very helpful but not
required
C = might be of help but
somewhat optional
D = minimal help to
students
F = not helpful, maybe even
confusing
List your categories in order
of priority - you now
should feel comfortable
with the broader concepts
Sunday 7 November 2010
10. Review categories and
construct a logical order of
presentation for them.
You might review your A, B
and C categories at this
stage.
After doing this for major
categories construct minor
ones.
3. Outline the subject
Sunday 7 November 2010
11. Now boil down your content
to a minimum - reduce it by
selecting the appropriate
material - prioritise what you
want.
Be careful: we wrongly
believe that a greater quantity
of content covered is better
than a greater quantity of
content learned - what do you
want the student to have
learned?
Stage 2: Minimum
Sunday 7 November 2010
12. You will discard some
material you had prepared -
not all content is equally
important. Great teachers
know what to exclude and
include. Eliminate average
material!
How do you choose?
1. Audience
2. Time
3. Purpose
Sunday 7 November 2010
13. You will discard some
material you had prepared -
not all content is equally
important. Great teachers
know what to exclude and
include. Eliminate average
material!
How do you choose?
1. Audience
2. Time
3. Purpose
When a student asks,
“Do I really need to
know this” they are
really asking, “How
important is this
material?” - is it
important enough to
memorise?
Sunday 7 November 2010
14. There are levels of
awareness:
Surface - I have heard of it
and know a little
Average - I learned that and
generally know how it
works
Thorough - I know all
about it, here are the key
points
Each level is taught, and
assessed differently.
Sunday 7 November 2010
15. In the law of retention the teacher is
responsible for:
1. Selection of information to be
taught
2. Determining which level the
material should be learned.
3. Communicating material to the
student at the right level.
4. Presenting selected information
in a way that it is learned at the
right level.
5. Examination of material at the
level of understanding announced.
Sunday 7 November 2010
16. Identify the facts and concepts
required for an acceptable
level of comprehension - the
irreducible minimum. Review
this repeatedly.
By the end of the minimum
stage the content has been
reevaluated and reprioritised -
large areas of fat have been
ruthlessly trimmed off.
More space is now given to
the important and have been
very careful about secondary
material.
Sunday 7 November 2010
17. Now you have to go from the
material to the minds of your
students!
“Too many teachers believe that
teaching is the presentation of facts
by the teacher rather than
memorisation by the students.”
We have to be student orientated in
our approach.
Stage 3: Mind-Easy
Sunday 7 November 2010
18. If the teacher is responsible for
causing the student to learn
they have to identify and use
the most efficient methods so
the students learn in the class.
You rearrange and simplify
your material - moulding the
package so it slips effortlessly
into students minds
Wilkinson likens this to
cramming for an exam -
except the teacher does it,
taking the randomness out of
the process.
Sunday 7 November 2010
19. He suggests 2 steps in moulding
content in this mind-easy stage:
1. Easy to understand
2. Easy to memorise
Consider first the degree of
understandability required
Different Bibles require different
levels of English reading ability
NIV - 7th grade, KJV 12th grade.
Simplify material without harming
its nature - a great teacher makes the
complex appear simple.
Sunday 7 November 2010
20. Secondly look at the degree of memorability -
having made it easy to understand make it easy to
memorise.
Don’t expect students minds to memorise if there is
no logical connection or relationship - prepare the
facts for quick permanent entry into their mind -
you will see this more in the maximisers section
Sunday 7 November 2010
21. Stages 1-3 take place outside
of the classroom.
Now you come to transferring
the truth - which is the goal of
this law - enable your students
to memorise by reviewing it
where it is solidified into their
minds as you practice it over
and over again.
Stage 4: Memorise
Memorise
Review
Solidify
Practice
Sunday 7 November 2010
22. Good teaching is not about lots of
new concepts.
Christ in the Gospels is seen to
review his main content repeatedly
simply in different ways - e.g. a
conversation then a parable
followed by a miracle, all making
the same point.
The key to memorisation is review.
Review is either, “The mother of all
learning” or “the father of all
boredom”
Sunday 7 November 2010
23. 1. Review is the primary method by
which people memorise
2. ...is effective only if the students
understand the material
3. ...should be practiced in the same
order and with the same words
until the IR is fully memorised
4. ...should be most intense and
frequent when the facts are first
taught
Principles for effective review
Sunday 7 November 2010
24. 5. ...should be regularly
practiced but spaced less
frequently over time
6. ...should continue until all
students demonstrate a mastery
of the IR
7. ...should be done using a
variety of methods
Sunday 7 November 2010
25. This stage leads us from
memorisation to application of
material - now they have to
develop independent proficiency,
to have mastered the material.
As masters they will retain the
material and be skillful and
proficient in their use of it.
There are 4 parts to this:
Stage 5: Master
Master
Retain
Skillful
Proficiency
Sunday 7 November 2010
26. Students know the content so
well it is stuck in their memory
forever.
This happens through regular
review; resulting in recall not
being a chore, it is always
there.
1. Indelible memorisation
Sunday 7 November 2010
27. Beyond surface meaning and
understanding -
understanding meaning and
significance of facts.
2. In-depth comprehension
Sunday 7 November 2010
28. When a class senses how the
facts can be used beyond the
immediate context.
One person said, “Now we
read books for answers, but
we just don’t think”
This is a move from
knowledge to wisdom - you
know the facts and can apply
them in a real and useful way.
3. Intuitive integration
Sunday 7 November 2010
29. When the teacher is not there
and there is no external
pressure - did the students use
the content you taught them?
Not did the student know it
for a test but did it shape or
change their lives?
Did they change their
behaviour as a result of the
content?
4. Independent utilisation
Sunday 7 November 2010
30. Wilkinson suggests you use
class and homework to
compliment each other, “as
memorisation and
comprehension of the facts
should be a class function,
integration and utilisation
should be the primary focus of
homework”
Sunday 7 November 2010
32. The essence of the Law of
Retention is in these three
words:
“master the minimum.”
The teacher should enable all
students to enjoy maximum
mastery of the irreducible
minimum
Sunday 7 November 2010
34. Speed teaching enables speed
learning.
No matter how much the student
desires to learn quickly and
thoroughly in class the teacher
holds the key to the process.
How quickly does the teacher
cause students to learn, How
skillfully has the teacher
prepared?
Now we shall see the 7 methods
Wilkinson says will double, treble
or quadruple your speed.
Sunday 7 November 2010
35. These methods are the primary
means a teacher uses to make
material memorable and easy for a
student to memorise.
They are God given ways that men of
all cultures and times learn - because
God has created man with universal
patterns of thought and universal
receptors of stimuli.
Music is a common form of
communicating content - built into us
by God
Sunday 7 November 2010
36. Music has been used in speed
teaching across every age - the ABC
song - nothing else compares with it
because God put it in each of us.
In fact God has put a number of
universal patterns in each of us - 7 of
which we shall learn.
Additionally God has implanted in us
universal receptors - our senses,
physical ports through which we
receive new information.
Teachers have to interface through
these, sight, smell, hearing etc.
Sunday 7 November 2010
37. Most experiences blend different
senses.
We don’t describe the experience
using our senses - but as a result of
using those senses - “a terrible din”
“a foul smell” “a beautiful person”
Select sensory inputs wisely with
students and learning can be
memorable and accelerated learning
takes place.
Sunday 7 November 2010
38. Why do you take pictures
and put them in an album or
on facebook? Because they
are an incredibly effective
sensory lever into the
memory. One picture can
bring many vivid memories
back into your mind.
Maximiser 1: Represent the
facts in a picture
Sunday 7 November 2010
39. To be really effective develop
one picture which links all of
your content.
Many different things are
remembered by using pictures
- Bible verses, speeches,
shopping lists, cartoons...
Sunday 7 November 2010
40. For many years stories were
the paper upon which facts
were written for the next
generation - extended
families gathered and
listened to stories which
would teach values,
principles etc. for the future.
Much of the Bible is written
as a story - God chooses to
reveal himself that way.
Maximiser 2: Express the facts
with a story
Sunday 7 November 2010
41. Stories are very effective for passing
on information in preaching, teaching
and normal conversation. Often you
might remember a story rather than
the 3 points of a sermon!
God created an inbuilt mechanism in
man to tell and hear stories.
Jesus used stories more than any
other form of teaching - prodigal son,
sower, good Samaritan...
Sunday 7 November 2010
42. Easiest and most used of the 7.
Maximiser 3: Transfer the
facts by alphabet
Sunday 7 November 2010
43. Popular uses of this method include:
1. Using all the same letter:
Romans outlined using the letter S
1. Salutation 1:1-17
2. Sin 1:18 — 3:20
3. Salvation 3:21 — 5:11
4. Sanctification 5:12 — 6:23
5. Struggle 7
6. Spirit-filled living 8:1-27
7. Security 8:28-39
8. Segregation 9 — 11
9. Sacrifice & service 12, 13
10. Separation 14, 15
11. Salutation 16
Sunday 7 November 2010
44. 2. All the same last
letters which rhyme:
The doctrine of scripture;
Inspiration
Revelation
Illumination
Preservation
This is called an acrostic
Deuteronomy 25:11-12
If men get into a fight with
one another, and the wife of
one intervenes to rescue her
husband from the grip of his
opponent by reaching out
and seizing his genitals, you
shall cut off her hand; show
no pity. (NRSV)
Sunday 7 November 2010
45. 2. All the same last
letters which rhyme:
The doctrine of scripture;
Inspiration
Revelation
Illumination
Preservation
This is called an acrostic
Deuteronomy 25:11-12
If men get into a fight with
one another, and the wife of
one intervenes to rescue her
husband from the grip of his
opponent by reaching out
and seizing his genitals, you
shall cut off her hand; show
no pity. (NRSV)
Sunday 7 November 2010
46. 3. All the first letters form
a word.
The 7 Laws of the Learner
Learner
Expectation
Application
Retention
Need
Equipping
Revival
Sunday 7 November 2010
47. God used memory objects
such as; the tabernacle, the
ark, tablets of stone, a pile of
stones
and, memory actions like;
the Lord’s Supper, OT feasts.
We use flags, rings,
memorials, statues
Maximiser 4: Associate the
facts with objects and actions
Sunday 7 November 2010
48. Real life dramatic
moments are very
powerful - violence,
passion, loss etc. - they
can be ones we try to
remember or forget.
Biblically - the
handwriting on the wall,
the sheet from heaven,
feeding 5000, cock
crowing...
Maximiser 5: Impress facts
with drama
Sunday 7 November 2010
49. This is useful for some
information - it is limited
and best for just one point
- a person bringing a lamb
and laying their hands on
its head as it was
slaughtered for their sin...
Sunday 7 November 2010
50. People listen to music all the
time - we pick up many
songs, adverts, jingles
through music.
The book of Psalms
Eph 5:18-19
Can you put a message to
music for your students.
Maximiser 6: Note the facts
through music
Sunday 7 November 2010
51. Very good for relationships,
flow, direction etc.
Maximiser 7: Summarise the
facts with graphs and charts
Sunday 7 November 2010
55. The essence of the Law of
Retention is in these three
words:
“master the minimum.”
The teacher should enable all
students to enjoy maximum
mastery of the irreducible
minimum
Sunday 7 November 2010
56. 1. Why do so few teachers boil down their content
to the minimum?
2. How do you make cramming for exams most
effective? Can you teach these techniques?
3. If retention is obtained through repetition -
what can you do to help a students retention? List
20 ways you could use to review a subject.
Questions
Sunday 7 November 2010