The “Why?”

So…

• Why does this matter?
• How will this help me?

These Practices [or Principles] are based on the convergence of three (3) research sources (Rosenshine, 2012; Sherrington, 2019):

• Cognitive Science— how the brain acquires and uses information
• Observations of Master Teachers— teachers whose students show highest gains
• Cognitive Supports— scaffolds for learning complex tasks

“…Even though these are three very different bodies of research, there is no conflict at all between the instructional suggestions that come from each of these three sources. […] The fact that the instructional ideas from three different sources supplement and complement each other gives us faith in the validity of these findings.”

(Rosenshine, 2012, p. 12)

Furthermore, it is not uncommon that educators want engaging strategies for their students, but their (sometimes random) implementation is NOT always connected purposely to an intention (or Practice). In environments where student learning is not a focus, students often do what is “neat” and efforts focus on what students are doing, not what they are learning.

Knowing your instructional purpose first (i.e. what Practice/Principle you intend to address, assess, or elicit) will improve your ability to better select an associated strategy that ultimately focuses on student learning, not just student doing!

In all, learning increases when educators identify their impact through research-based Practices and THEN choose a supporting strategy; not the other way around.