Barak Rosenshine

Barak Rosenshine (1930–2017)

Key Contribution / Core Idea
Developed the Principles of Instruction — ten research-based practices distilled from cognitive science and classroom observation.

Background / Context
American educational psychologist, originally a schoolteacher. His work in the 1970s–2010s combined empirical classroom studies with cognitive theory.

Main Theories / Methods

• Begin each lesson with a short review of previous learning.

• Present new material in small steps with clear explanations.

• Ask frequent questions to check understanding.

• Provide guided practice before independent work.

• Offer models and worked examples.

• Provide scaffolds for difficult tasks.

Relevance to Modern KS3/4 Teaching
Directly applicable to teaching maths and science concepts that build cumulatively.
His sequence — review, model, practice, check — mirrors what effective tutoring looks like.

How His Ideas Link to Others
Aligns with Sweller’s Cognitive Load Theory and Willingham’s work on memory.
Provides the bridge from theory (Piaget, Vygotsky, Bruner) to classroom reality.

Strengths and Appeal
Practical, easy to implement, and backed by strong research evidence.

Criticisms and Limitations
Some say his model can appear overly structured or teacher-centred if applied rigidly.

Legacy / Lasting Influence
A foundation stone of the UK’s “explicit instruction” and research-informed teaching movements.

Further Reading
Rosenshine, Principles of Instruction (2012, American Educator).