My reading of this is that Rosenshine is talking about the overall success of all students getting answers right in a lesson. Asking questions is also important for teachers to receive feedback about how well material has been taught. This would need to be carefully incorporated into lesson planning for it to be successfully adopted as the default method of questioning, given the time it will take to ask each student several questions. The process of sequencing can aid the process of gradually removing the scaffolds, hence the connection between the second and eighth principles.

So, for most ELT contexts, that would mean grammar rules and initial learning of form-meaning pairings with vocabulary. Modelling complements the second principle because it can help to clarify the specific steps involved in learning. Modelling’ is an instructional strategy where a teacher demonstrates a new concept or approach to learning and students learn through observation. The extent to which students complete tasks by themselves depends how far along they are in the process of mastery over the task or skill in question (Sherrington, p.For example, there is no mention of context building or accessing prior knowledge before the presentation stage. For the ninth principle only, ‘Independent practice’, Rosenshine includes a third stage, ‘Students helping students’.

Working in an international school really makes me think about how some subjects are ‘content’ focused (facts and info), but language is something else. In his ‘Principles of Instruction’, [1] Barak Rosenshine emphasises the importance of questioning in effective teaching and learning. Instructional teaching is explicitly responsive – you adapt according the level of understanding and fluency students achieve.Daily review is a process for activating prior learning in readiness to build on it during the lesson.