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are the three research sources behind the instructional principles?","Question",{"text":63,"@type":64},"The principles draw on cognitive science research, research on master teachers’ classroom practices, and research on cognitive supports for learning complex tasks.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How do the most effective teachers help students develop background knowledge?",{"text":68,"@type":64},"They provide instructional support by teaching new material in manageable amounts, modeling and guiding practice, helping students when they make errors, and ensuring sufficient practice and review so knowledge becomes accessible.",{"name":70,"@type":61,"acceptedAnswer":71},"Why is daily review recommended at the start of a lesson?",{"text":72,"@type":64},"Daily review strengthens connections among learned material, supports fluent recall of words, concepts, and procedures, and supports long-term expertise through sustained 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Barak Rosenshine  \nThis article presents 10 research-based principles of  \ninstruction, along with suggestions for classroom prac  \ntice. These principles come from three sources: (a)  \nresearch in cognitive science, (b) research on master teachers, and (c) research on cognitive supports. Each is briefly explained below.  \nA: 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 limitations of our working memory (i.e., the mental “space” in which thinking occurs) when learning new material.  \nB: Research on the classroom practices of master teachers: Master teachers are those teachers whose classrooms made the highest 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, researchers were able to identify the ways in which the more and less effective teachers differed.  \nC: 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.  \nBarak Rosenshine is an emeritus professor of educational psychology in the College of Education at the University of Illinois at Urbana-Champaign. A distinguished researcher, he has spent much of the past four decades identifying the hallmarks of effective teaching. He began his career as a high school history teacher in the Chicago public schools. This article is adapted with permission from Principles of Instruction by Barak Rosenshine. Published by the International Academy of Education in 2010, the [original report is available at www.ibe.unesco.org/fileadmin/user_upload/](original report is available at www.ibe.unesco.org/fileadmin/user_upload/)[ ](original report is available at www.ibe.unesco.org/fileadmin/user_upload/)[Publications/Educational_Practices/EdPractices_21.pdf.](Publications/Educational_Practices/EdPractices_21.pdf.)  \nEven 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 supplement and complement each other gives us faith in the validity of these findings.  \nEducation 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 onto experiential, hands-on activities, but they always did the experiential activities after, not before, the basic material was learned.  \nThe 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:  \n• Begin a lesson with a short review of previous learning.1  \n• Present new material in small steps with student practice after each step.2  \n• Ask a large number of questions and check the responses ofall students.3  \n• Pro","cbCaijqChPbututr","https://ap.wps.com/l/cbCaijqChPbututr","pdf",197086,"English","# Principles of Instruction\n## Research-Based Sources\n## Instructional Principles Overview\n## Begin a Lesson with a Short Review of Previous Learning","[{\"question\":\"What are the three research sources behind the instructional principles?\",\"answer\":\"The principles draw on cognitive science research, research on master teachers’ classroom practices, and research on cognitive supports for learning complex tasks.\"},{\"question\":\"How do the most effective teachers help students develop background knowledge?\",\"answer\":\"They provide instructional support by teaching new material in manageable amounts, modeling and guiding practice, helping students when they make errors, and ensuring sufficient practice and review so knowledge becomes accessible.\"},{\"question\":\"Why is daily review recommended at the start of a lesson?\",\"answer\":\"Daily review strengthens connections among learned material, supports fluent recall of words, concepts, and procedures, and supports long-term expertise through sustained practice.\"}]","Principles of Instruction - Research-Based Strategies That All Teachers Should Know | PDF",1792548949,23]