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Principles of Effective Teaching

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Principles of effective teaching

Key ideas

Core concepts

  • Rosenshine’s ten principles come from observations of effective teachers during Process-Product Research, and describe a structured progression from review through practice to independent work.
  • CESE identifies seven evidence-based teacher behaviours that improve student performance.

Principles of effective teaching are evidence-based guidelines for instruction derived from systematic observation of successful teachers and research on student learning outcomes.

Connected to

Explicit Teaching | Retrieval Practice | Check for Understanding | Worked Examples | Practice

Rosenshine’s principles of instruction

Barak Rosenshine developed principles providing a working definition of Explicit Teaching based on observations of effective teachers during Process-Product Research in the 1970s (Rosenshine & Stevens, 1986). These principles emerged from studying what successful teachers actually do, not theoretical ideals (Rosenshine, 2012).

The ten principles are: begin lessons with review of previous learning; present new material in small steps; ask a large number of questions to all students; provide models and worked examples; practise using new material; check for understanding frequently and correct errors; obtain high success rates; provide scaffolds for difficult tasks; conduct independent practice; and conduct monthly and weekly reviews.

CESE’s what works best report

The NSW Centre for Education Statistics and Evaluation (CESE) report identifies seven teacher behaviours likely to improve student learning (NSW Department of Education, 2020): high expectations, Explicit Teaching, effective Feedback, use of data to inform practice, Classroom Management, wellbeing, and collaboration.

Teacher quality and effectiveness

Differential teacher effectiveness is the strongest determinant of differences in student learning (Darling-Hammond, 2000). Teacher quality, determined by preparation, certification, and subject matter knowledge, is more important than other school resources like class size.

General intelligence shows a small, statistically insignificant relationship to teaching performance. Subject matter knowledge has a positive but complex relationship, depending on pedagogical knowledge. Knowledge of teaching and learning (pedagogical training) matters more than content alone. Teaching certification status strongly correlates with effectiveness.

Research shows teacher quality characteristics (certification status, degree in field) are positively correlated with student outcomes. Teacher expertise accounts for more inter-district variation in student achievement than socioeconomic status (Ferguson, 1991).

When controlling for socioeconomic status, differences in achievement between student groups can be attributed more to differences in teacher qualifications than any other factor. Disadvantaged students are nearly twice as likely to be assigned the most ineffective teachers and half as likely to get the most effective teachers.

Policy implications

Standards for teacher preparation programmes matter. High-standards states require bachelor’s degree with full major in subject, coursework in learning theory, development, teaching methods, curriculum, technology, classroom management, and minimum one semester student teaching. Low-standards states allow licensing without minor in field, no requirements for curriculum or management training, and only six weeks student teaching.

Enforcement of standards affects outcomes. Some states hire no unlicensed teachers whilst others hire significant percentages on substandard licenses. Investment in teacher preparation is more effective than reducing class sizes.

Equity issues exist: disadvantaged students disproportionately receive less qualified teachers. States need a comprehensive approach including setting standards, enforcing them, and funding teacher education adequately. Induction and mentoring programmes for beginning teachers are valuable investments.

References

Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis Archives, 8(1), 1-44.

Ferguson, R. F. (1991). Paying for public education: New evidence on how and why money matters. Harvard Journal on Legislation, 28(2), 465-498.

NSW Department of Education, Centre for Education Statistics and Evaluation. (2020). What works best: 2020 update. https://education.nsw.gov.au/about-us/education-data-and-research/cese/publications/research-reports/what-works-best-2020-update

Rosenshine, B. (2012). Principles of instruction: Research-based strategies that all teachers should know. American Educator, 36(1), 12-19, 39.

Rosenshine, B., & Stevens, R. (1986). Teaching functions. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 376-391). Macmillan.