| 1 | # Evidence: Rosenshine (2012) — Principles of Instruction |
| 2 | |
| 3 | ## Provenance |
| 4 | |
| 5 | - source_refs: |
| 6 | - primary: Rosenshine, B. (2012). Principles of Instruction: Research-Based Strategies That All Teachers Should Know. *American Educator*, 36(1), 12–19, 39–45. |
| 7 | - open_pdf: https://www.aft.org/sites/default/files/Rosenshine.pdf |
| 8 | - eric: EJ971753 |
| 9 | - created_at: 2026-06-06 |
| 10 | - updated_at: 2026-06-06 |
| 11 | - extraction_note: **read_depth: full** — open AFT PDF (2026-06-06). |
| 12 | |
| 13 | ## Metadata |
| 14 | |
| 15 | - card_id: kb-pedagogy-rosenshine-2012-evidence-v1 |
| 16 | - world: pedagogy.general |
| 17 | - layer: knowledge |
| 18 | - tags: [paper-evidence, rosenshine, principles-of-instruction, explicit-instruction] |
| 19 | - status: active |
| 20 | |
| 21 | ## Epistemic linkage |
| 22 | |
| 23 | - epistemic_basis: synthesis_from_primary (review integrating cognitive science + master-teacher studies) |
| 24 | - evidence_type: peer-reviewed practitioner journal + research synthesis |
| 25 | - confidence: **high** for principle list as teaching heuristics; **medium** for effect sizes (not meta-analysis itself) |
| 26 | - read_depth: **full** |
| 27 | - transfer_boundary: principles → gate/spacing/scaffolding `allow-with-check`; **not** license for drill-only without held-out probe |
| 28 | - falsification_trigger: large RCT program contradicts specific principle operationalization |
| 29 | |
| 30 | --- |
| 31 | |
| 32 | ## Fundamentals |
| 33 | |
| 34 | Rosenshine distilled **10 principles** from: (a) cognitive science on working memory; (b) studies of master teachers (high success rate); (c) cognitive supports (models, scaffolds). |
| 35 | |
| 36 | | # | Principle (condensed) | Operational signal | |
| 37 | |---|----------------------|-------------------| |
| 38 | | 1 | Begin with review | spaced retrieval before new material | |
| 39 | | 2 | New material in small steps | one construct per instructional moment | |
| 40 | | 3 | Ask questions | check understanding, not monologue | |
| 41 | | 4 | Provide models | worked example before problem | |
| 42 | | 5 | Guide student practice | success rate high during acquisition | |
| 43 | | 6 | Check responses | detect misconceptions early | |
| 44 | | 7 | Obtain high success rate | ~80% correct during guided practice (cited range in article) | |
| 45 | | 8 | Provide scaffolds | temporary supports, faded | |
| 46 | | 9 | Independent practice | after sufficient guided success | |
| 47 | | 10 | Weekly/monthly review | cumulative spacing | |
| 48 | |
| 49 | ## Core unit |
| 50 | |
| 51 | - context: designing subject instruction or agent gate curriculum |
| 52 | - signal: lesson too large; no review; no model before problem |
| 53 | - action: map step to Rosenshine #; add held-out probe (see `kb-pedagogy-evidence-global-v1.md`) |
| 54 | - outcome: higher success rate on **new** items, not just immediate recall of taught example |
| 55 | - lesson: explicit instruction ≠ rote; includes questioning and fading |
| 56 | |
| 57 | ## Operationalization |
| 58 | |
| 59 | - first_adoption_task: label each curriculum moment with Rosenshine principle # |
| 60 | - validation_check: held-out probe exists for target construct |
| 61 | - success_criterion: agent/journal shows spacing + independent probe pass |
| 62 | - rollback_or_mitigation: if drill without transfer — add worked example + new context probe |
| 63 | |
| 64 | ## Связанные файлы |
| 65 | |
| 66 | - Index: [`kb-pedagogy-scientific-evidence-v1.md`](kb-pedagogy-scientific-evidence-v1.md) |
| 67 | - Synthesis: [`kb-pedagogy-evidence-global-v1.md`](kb-pedagogy-evidence-global-v1.md) |
| 68 | |
| 69 | *Версия: v1.0 · 2026-06-06* |
| 70 | |
| 71 | |