Rosenshine's Principles in Action Is a Book Every Educator Should Read
In this video, Dr. Justin Baeder recommends the book 'Rosenshine's Principles in Action,' which distills overlooked but essential research on effective instruction.
Key Takeaways
- Rosenshine's principles are foundational - Based on robust research about how effective teaching actually works
- The book is concise and practical - It translates research findings into actionable classroom strategies
- Every educator should read it - These principles apply across grade levels and subject areas
Transcript
In my latest interview over at Principal Center Radio, I talked to author Tom Sherrington about his new book, Rosenstein's Principles in Action.
And what's cool about this book is that it's based on a paper that you can read for free.
If you Google this paper, Principles of Instruction, Research-Based Strategies That All Teachers Should Know, you will find it online.
It is available for free.
It's a great article.
It's a quick read.
And in our interview, Tom talks about why he wrote a whole book about this paper.
And we talk about a number of facets of the issue that this paper is largely ignored, that people know this stuff, but don't do it.
So we talk in our conversation about why there is such a movement in the UK, a grassroots movement to improve education that has not quite yet caught on to the same extent in the US.
And I think it's going to, but we talk about research ed and all the good work that's being done over there.
We talk about why showing students exactly how to do what we want them to do is essential.
And yet we overlook it too often in favor of inquiry approaches that result in less learning.
And don't get me wrong.
I was a science teacher.
I love inquiry, but there is a time for telling.
There is an opportunity that we have in every lesson to tell students what we want them to know and be able to do clearly.
We talk about why students don't learn nearly fast enough from inquiry approaches.
Like if you look at the skateboard park, like there is a role for direct instruction and we can use different strategies for equitable student talk and participation in group work.
We talk about those and we talk about why we must check for understanding and not just seek reassurance.
I think often that's what we're doing when we do ineffective questioning and ineffective checking for understanding is we're just trying to reassure ourselves that at least one kid gets it.
So we talk about that and the difference between making sure one kid gets it and making sure everybody gets it.
So that is my interview with Tom Sherrington.
Check it out at Principal Center Radio, available wherever you listen to podcasts.
Spotify, it's on our YouTube, it's in iTunes, and you can go to principalcenter.com slash radio as well.