ABSTRACT
This chapter presents 10 research-based principles of instruction, along with suggestions for classroom practice. The principles are beginning a learning experience with a short review of previous learning, presenting new learning material in small steps and help students practice with it, asking a large number of questions to support connections between new materials and prior learning, providing models and worked examples, and guiding the students in practising with new learning material. They also include checking whether students have really understood what teachers have taught, obtaining a high success rate, providing scaffolds for difficult tasks, requiring and monitoring independent practice, and engaging students in weekly and monthly review. These principles come from three sources: research in cognitive science, research on master teachers, and research on cognitive supports. The chapter explains these sources. The fact that the instructional ideas from three different sources supplement and complement each other gives teachers faith in the validity of the findings.
