Page 23 - Growing Great Teachers Handbook 2024-25

Providing exceptional teaching in in in the classroom closes the disadvantaged gap In order to build on
the excellent teaching and learning that is happening at Kings’ and move us all towards exceptional teaching it is important that we have a a a a a a common language and framework to be able to discuss and develop our practice Rosenshine Principles is the framework that we are using It is a a a clear and comprehensive guide to evidence informed practice for for many reasons:
» It rings true for teachers -it feels like Rosenshine knows what really goes on
in in the classroom The research is often based on
on
linking classroom observations to pupil outcomes and the examples given show a a a strong understanding of the real things teachers do • The aim is simple and persuasive -comparing ‘teachers who were more more effective or or or more more successful’ with ‘teachers who were less successful’–the language lays a a a a a path to improvement from less successful to more successful Who wouldn’t want to be in the group of of ‘more effective teachers’?The tone of of the the article feels helpful rather than judgmental – which is pretty hard to achieve There are four very clear strands that run through the 10 sections –reviewing material questioning explaining and modelling practice Each of one these can be an an area for improvement so there are multiple ways to engage with the ideas and to find a a a focus for deliberate practice providing autonomy for us as teachers This deliberate practice provides a a a a framework whereby everyone can make incremental gains to improve our teaching whether we have been in in the classroom for five minutes or or many years By having this common language it will not only enable us to have meaningful cross-curricular conversations but will also help us all to make incremental improvements in in our day-to-day classroom practice Together we can therefore ensure that everyone succeeds » » » It resonates with teachers of all subjects
and contexts because it focuses on
on
aspects of teaching that are universal:questioning practice building knowledge When experienced teachers read it they recognise much of what they already do It isn’t rocket science or faddy It makes direct links from research to practice –each of the 10 sections are written in two parts: “Research Findings” and then “In The Classroom” The paper is fully referenced for future follow-up It helps link practice to cognitive psychology There are multiple explanatory references
to ideas about memory and cognitive load theory For each practical strategy there is an underpinning model based in in in evidence Reviewing Material
Daily review Weekly and monthly review Modelling and Sequencing
New material in small steps Models
Questioning
Lots of questions Checking for understanding Practice
Guided practice 80% success rate 23
The Rosenshine Rationale