Research reflections

Rosenshine and Sherrington on Questioning

Jonathan Beale, Researcher-in-Residence, CIRL Questioning is important in teaching and learning. Effective questioning methods engage students and give them opportunities to explain what they have learned. Most importantly, using questioning to check for student understanding helps teachers to gain feedback about how successful teaching and learning has been. In his ‘Principles of Instruction’,[1] Barak Rosenshine […]

Rosenshine and Sherrington on Modelling

Jonathan Beale, Researcher-in-Residence, CIRL Modelling is an instructional strategy where a teacher demonstrates a new concept or approach to learning and students learn through observation. In his ‘Principles of Instruction’, Barak Rosenshine argues that modelling is an important part of effective teaching and learning.[1] The role of modelling in Rosenshine’s principles In that article, Rosenshine […]

Project-based Learning

Jonathan Beale, Researcher-in-Residence, CIRL Project-based learning (‘PBL’) is a student-centred, dynamic pedagogical method, where students actively explore real-world problems and challenges, and the teacher inputs little more than guidance. Usually it culminates in the production of a project, such as a written assignment, a performance, or a presentation. The aim of a project is to […]

Four Strategies for Developing Resilience

Jonathan Beale, Researcher-in-Residence, CIRL Resilience involves two related abilities: the ability to resist being affected by difficulties and, when we cannot help being affected, having the ability to recover or ‘bounce back’ from the negative ways in which difficulties affect us. We could describe the former as robustness and the latter as adaptability.[1] In psychology, […]

Tom Sherrington’s division of Rosenshine’s principles of instruction into strands

Jonathan Beale, Researcher-in-Residence, CIRL Our blog last week offered a brief introduction to Barak Rosenshine’s influential ‘Principles of Instruction’ and Tom Sherrington’s division of Rosenshine’s principles into four ‘strands’, in his book, Rosenshine’s Principles in Action. Sherrington uses the strands to explain Rosenshine’s principles, by connecting the principles with those to which they bear the […]

Barak Rosenshine’s ‘Principles of Instruction’

Jonathan Beale, Researcher-in-Residence, CIRL Barak Rosenshine’s ‘Principles of Instruction’ has become increasingly influential in educational research and practice since its publication a decade ago.[1] Rosenshine (1930-2017) was formerly a professor of educational psychology in the College of Education at the University of Illinois. His research focused on learning instruction, teacher performance and student achievement. Much […]

Education, Autonomy, and Human Flourishing

Jonathan Beale, Researcher-in-Residence, CIRL It is widely agreed that the ultimate aim both of education and of life is to flourish. The question of what it means to lead a flourishing life is among philosophy’s perennial questions and it underpins the field of contemporary educational research known as ‘character education’. The Jubilee Centre for Character […]

How to Avoid Educational Neuroscientism

Jonathan Beale, Researcher-in-Residence, CIRL The greatest problem facing educational neuroscience and psychology is crossing the bridge between theory and practice: how to move from scientific evidence to its practical application in education. Crossing this bridge too hastily leaves educational neuroscience and psychology open to the accusation of ‘scientism’: excessive belief in the power or value […]