000			02050nam a22001937a 4500
008			250225b2019 |||||||| |||| 00| 0 eng d
020			_a9781913808037
100	1		_aSherrington, Tom
245	1		_aRosenshine's Principles in action _h[Ebook]
264			_aLondon : _bJohn Catt Educational Limited, _c2019
300			_a1 online resource (85 pages)
505			_aCOVER -- COPYRIGHT -- TABLE OF CONTENTS -- INTRODUCTION: WHY ARE BARAK ROSENSHINE'S'PRINCIPLES OF INSTRUCTION' SO GOOD? -- STRAND 1: SEQUENCING CONCEPTS AND MODELLING -- STRAND 2: QUESTIONING -- STRAND 3: REVIEWING MATERIAL -- STRAND 4: STAGES OF PRACTICE -- CONCLUSION -- REFERENCES -- ACKNOWLEDGEMENTS -- ROSENSHINE'S'PRINCIPLES OF INSTRUCTION' -- Table of contents -- Introduction -- 1. Daily review -- 2. Present new material using small steps -- 3. Ask questions -- 4. Provide models -- 5. Guide student practice -- 6. Check for student understanding -- 7. Obtain a high success rate -- 8. Provide scaffolds for difficult tasks -- 9. Independent practice -- 10. Weekly and monthly review -- Conclusion -- References and further reading.
520			_aBarack Rosenshine's Principles of Instruction are widely recognised for their clarity and simplicity and their potential to support teachers seeking to engage with cognitive science and the wider world of education research. In this concise new guide, Rosenshine fan Tom Sherrington amplifies and augments the principles and further demonstrates how they can be put into practice in everyday classrooms.The second half of the book contain Rosenshine's original paper Principles of Instruction, as published in 2010 by the International Academy of Education (IAE) - a paper with a superb worldwide reputation for relating research findings to classroom practice
650			_aLesson planning.
650			_aTeaching.
650			_aInstructional systems.
856			_uhttps://ebookcentral.proquest.com/lib/slamnhs/detail.action?docID=6269343 _ySouth London and Maudsley OpenAthens users click here for access
942			_n0
999			_c106215 _d106215