Tom Sherrington

Education Consultant and Author
Speaking at

Session

Barak Rosenshine’s Principles of Instruction paper: Why is it so popular and powerful? 

We will explore the Principles of Instruction published in 2012 in American Educator magazine, grouping the 10 principles into four main themes linking the evidence from research to the practical implications for teachers. What do more effective teachers do? Why does this work? What are the models of learning that underpin the strategies?

Bio

Tom Sherrington has worked in schools as a teacher and leader for 30 years. He is now a consultant specialising in teacher development and curriculum and assessment planning. He is the author of the popular teacherhead.com website and a recent book The Learning Rainforest, a model for great teaching in real classrooms.  Tom is a regular contributor to ResearchEd events and other conferences for teachers and policy makers.

Twitter: @teacherhead

Archive

Scotland 2018

Why is Barak Rosenshine’s Principles of Instruction paper so good?

In this session we will look at the detail in the superb American Educator article Principles of Instruction by cognitive scientist Barak Rosenshine. Written in 2012, this paper is very popular and widely shared in the UK. What makes it so good? There are 10 principles in four main themes, each of which links fundamental ideas about learning to practical strategies that effective teachers use. The session will give attendees a feel for the underlyling concepts behind each theme and a raft of practical ideas to take back to their classrooms.

National Conference 2018

Why is Barak Rosenshine’s Principles of Instruction paper so good?

In this session we will look at the detail in the superb American Educator article Principles of Instruction by cognitive scientist Barak Rosenshine. Written in 2012, this paper is very popular and widely shared in the UK. What makes it so good? There are 10 principles in four main themes, each of which links fundamental ideas about learning to practical strategies that effective teachers use. The session will give attendees a feel for the underlyling concepts behind each theme and a raft of practical ideas to take back to their classrooms.

2018 Ontario

What does evidence-informed teaching look like in practice?

This session gives an overview of what it might mean for a teacher to be evidence-informed in how they teach. I suggest that, broadly speaking, research evidence covers three areas: mindsets and motivation; knowledge and memory; principles of effective instruction. The session highlights a few major findings in each area that teachers should know about and suggests how they might assimilate the ideas into their day-to-day practice.

Haninge 2018

From Research to Practice: Changing habits.

The session will explore the journey teachers need to make so that their learning from research engagement translates into actions they take and decisions they make in their classrooms. The goal is to arm ourselves with ‘evidence informed wisdom’ but this requires sustained long-term development processes and good mental models for the many interactions and effects of teaching and learning.

National Conference 2017

What might evidence-informed teaching look like in practice?

On reading various popular research books and summaries – including the work of Rosenshine, Dweck, Coe, Dunlosky, Hattie, Bjork, Willingham, Wiliam, Learning Scientists, Nutthall – I will suggest that there is an emerging consensus. The session will attempt to capture the elements of this consensus, exploring what might be some good bets for teachers to focus on in the pursuit of effective evidence-informed teaching in practice. This will include a round-up of ideas about mindsets, instruction methods and assessment techniques.

Scandinavia 2017

Hattie and Homework.  A case study in reading research. 

In John Hattie’s Visible Learning meta analysis, homework generates a low overall effect size that is often quoted as a simple headline: homework doesn’t work.  But is that actually the whole story? This session explores the detail within his study to illustrate the need to pay closer attention to the methodology, the spread of outcomes and the context in which data is generated before making any decisions about school-based policies.