2272021 Evidence Based Teaching Strategies The Core Listhttpsww ✓ Solved

2/27/2021 Evidence Based Teaching Strategies - The Core List 1/26 Home » Teaching Strategies » 10 Evidence-Based Teaching Strategies – e Core List 10 Evidence-Based Teaching Strategies – The Core List January 2, 2014 By Shaun Killian (MEd, MLead) Most teachers care about their students’ results, and if you are reading this article, you are undoubtedly one of them. If you want to make a larger dierence to how well your students do, then learn about this core list of 10 evidence-based teaching strategies. EVIDENCE-BASED TEACHING H O M E H E L P F U L A RT I C L ES A B O U T Search this website 2/27/2021 Evidence Based Teaching Strategies - The Core List 2/26 What is an evidence-based teaching strategy?

An evidence-based teaching strategy is any approach to teaching that is supported by research. However, research shows that some strategies have far more impact than others. Oen, reviews of research and meta-analyses can shed light on these strategies. ere is no doubt that teachers make a dierence in how well their kids do at school. However, when you explore the thousands of research studies on the topic, it is clear that some teaching strategies have far more impact than others. ese evidence-based teaching strategies are grounded in solid research. EVIDENCE-BASED TEACHING H O M E H E L P F U L A RT I C L ES A B O U T Search this website 2/27/2021 Evidence Based Teaching Strategies - The Core List 3/26 I wrote this article because you (and other teachers) have far too many demands on your time to si through decades worth of research.

At the same time, I wanted to help you step outside of your personal philosophies about teaching and the fancy jargon being peddled by authorities, to discover the science of what works. For core list of teaching strategies to make it on this list, they had to: Be supported by hard research, rather than anecdotal case studies or untested theories Have an impact on student results that it is substantially higher than typical strategies Be able to be used on a wide range of subject areas and in all year levels e results may surprise you. EVIDENCE-BASED TEACHING H O M E H E L P F U L A RT I C L ES A B O U T Search this website 2/27/2021 Evidence Based Teaching Strategies - The Core List 4/26 Evidence Based Teaching Strategy 1: Clear Lesson Goals It is crucial that you are clear about what it is you want your students to learn during each lesson. e eect that such clarity has on student results is 32% greater than the eect of holding high expectations for every student (and holding high expectations has a sizeable eect).

Lesson goals state what you want your students to: Know and understand Be able to do Clear lesson goals help you (and your students) to focus every other aspect of your lesson on what matters most. EBT Strategy 2: Show & Tell 1 EVIDENCE-BASED TEACHING H O M E H E L P F U L A RT I C L ES A B O U T Search this website 2/27/2021 Evidence Based Teaching Strategies - The Core List 5/26 e second core teaching strategy in this list is show and tell. You should start most of your lessons with some show and tell. Put simply: Telling involves sharing information or knowledge with your students Showing involves modelling how to do something. Your lesson goals clarify what you want your students to know and be able to do by the end of the lesson.

Now, you need to tell them what they need to know and show them how to do the things you want them to be able to do. You don’t’ want to spend your entire lesson have the kids and listening to you, so it is essential to focus your show and tell on things that matter most. To do this, have another look at your lesson goal. Show and tell is the essence of the I Do phase of the I Do – We Do – You Do model. and it is intergal to true teacher clarity. EVIDENCE-BASED TEACHING H O M E H E L P F U L A RT I C L ES A B O U T Search this website 2/27/2021 Evidence Based Teaching Strategies - The Core List 6/26 EBT Strategy 3: Questioning to Check for Understanding Once you have told students what they need to know, you need to check their understanding before moving on.

You can do this using: Random sampling All student response system Random sampling involves asking a uestion, pausing and then randomly choosing a student to answer. e pause is to allow all students to think of their answer. And, the random sampling can be as simple as names out of a hat. Other popular techniues include popsicle sticks In sand and an online name picker. By using random sampling regularly, students get used to having to have an answer ready in case you select their name. By asking a small number of uestions about the content you have just shared and randomly selecting students to answer them, you can get a reasonable estimate of the class’s understanding.

EVIDENCE-BASED TEACHING H O M E H E L P F U L A RT I C L ES A B O U T Search this website 2/27/2021 Evidence Based Teaching Strategies - The Core List 7/26 e other option is to use some form of all student response system. ese systems include the following. EBT Strategy 4: Summarise New Learning In A Graphical Way Save EVIDENCE-BASED TEACHING H O M E H E L P F U L A RT I C L ES A B O U T Search this website 2/27/2021 Evidence Based Teaching Strategies - The Core List 8/26 Graphic outlines include things such as mind maps, ow-charts and Venn diagrams. You can use them to help students to: Summarise what they have learned Understand the interrelationships between the aspects of what you have taught them Discussing a graphical summary is a fantastic way to nish o your show and tell.

You can then refer to it one more time at the end of your lesson. Research shows that graphical ways of organising and reorganising. Studies show that it doesn’t seem to matter who makes the summary graphic, be it you or your students, provided the graphic is accurate. Discussing a graphical summary is a fantastic way to nish o your show and tell. You can then refer to it one more time at the end of your lesson.

EVIDENCE-BASED TEACHING H O M E H E L P F U L A RT I C L ES A B O U T Search this website 2/27/2021 Evidence Based Teaching Strategies - The Core List 9/26 See also: How to Use Concept Mapping in Your Classroom: e Complete Guide EBT Strategy 5: Plenty of Practice As the saying goes, practice makes perfect. Practice helps students to retain the knowledge and skills that they have learned during your show and tell. erefore, you need to choose practice tasks related to your lesson goal. Doing so also gives you another opportunity to check for understanding. You can then use this opportunity to: Re-explain things to the class or groups Oer personalised feedback to individual students EVIDENCE-BASED TEACHING H O M E H E L P F U L A RT I C L ES A B O U T Search this website 2/27/2021 Evidence Based Teaching Strategies - The Core List 10/26 However, research also shows that students do better when you give them multiple opportunities to practice spread out over time.

So, you need to build in opportunities to practice past material either as: Part of the lesson Stand-alone sessions by themselves For more on this, see my articles: Distributed Practice & Massed Practice Deliberate Practice In Education EBT Strategy 6: Provide Your Students With Feedback EVIDENCE-BASED TEACHING H O M E H E L P F U L A RT I C L ES A B O U T Search this website 2/27/2021 Evidence Based Teaching Strategies - The Core List 11/26 Feedback is the breakfast of champions, and it is the breakfast served by extraordinary teachers around the world. Giving feedback involves telling a student: How they have performed on a particular task along with ways that they can improve. Feedback is dierent to praise.

Praise focuses on the student rather, but feedback focuses on what your student did. It provides your students with a tangible understanding of: What they did well Where they are at How they can improve In John Hattie’s view, any teachers who seriously want to boost their children’s results should sart by giving them dollops and dollops of feedback. EVIDENCE-BASED TEACHING H O M E H E L P F U L A RT I C L ES A B O U T Search this website 2/27/2021 Evidence Based Teaching Strategies - The Core List 12/26 If you want to learn more about giving feedback, subscribe to our email list. You will then receive a free copy of our eBook How to Give Feedback to Students: e Advanced Guide. You should also check out our student feedback infographic.

EBT Strategy 7: Be Flexible About How Long It Takes to Learn e idea that given enough time, every student can learn is not as revolutionary as it sounds. It underpins the way we teach martial arts, swimming and dancing. It is also the central premise behind mastery learning, a techniue that has the same eect on student results as socio-economic status and other aspects of home life . When you adopt mastery learning, you dierentiate dierently. You keep your learning goals the same but vary the time you give each child to succeed.

Within the constraints of a crowded curriculum, 2 EVIDENCE-BASED TEACHING H O M E H E L P F U L A RT I C L ES A B O U T Search this website 2/27/2021 Evidence Based Teaching Strategies - The Core List 13/26 this may be easier said than done; however, we can all do it to some degree. erefore, I encourage you to make use of this seventh evidence- based teaching strategy whenever and however you can. Evidence Based Teaching Strategy 8: Productive Group Work Group work is not new, and you can see it in every classroom. However, productive group work is rare. And, it is this productive group work that forms our eighth evidence-based teaching strategy. Why isn’t all group work productive?

Put simply, some students do all the work and all the learning, while others do very little at all. ere are several reasons this can happen, but 2 of the main one are that some students are more: EVIDENCE-BASED TEACHING H O M E H E L P F U L A RT I C L ES A B O U T Search this website 2/27/2021 Evidence Based Teaching Strategies - The Core List 14/26 Eager than others Competent than others To increase the productivity of your groups, you need to be selective about the: Tasks you assign to them Individual role that each group member plays If you want to use the evidence-based teaching strategy of productive group work, you should: Only ask groups to do tasks that all group members can do successfully Ensure each group member personally responsible for one step in the task For example, when teaching students to multiply a 2 digit ´ 2 digit number: EVIDENCE-BASED TEACHING H O M E H E L P F U L A RT I C L ES A B O U T Search this website 2/27/2021 Evidence Based Teaching Strategies - The Core List 15/.

Start by showing the class what to and telling them why each step is important. en check for undersanding. 2. en get your students to complete some practice Again, check for understanding aer they have done so. Only when all students are starting to develop competence should you give them groupwork. 3. Place your students into groups of 3, as there are 3 steps involved in 2 digit ´ 2 digit multiplication. en have each group member to decide to choose a letter, A, B or C.

EVIDENCE-BASED TEACHING H O M E H E L P F U L A RT I C L ES A B O U T Search this website 2/27/2021 Evidence Based Teaching Strategies - The Core List 16/26 Evidence Based Teaching Strategy 9: Teach Strategies Not Just Content Save EVIDENCE-BASED TEACHING H O M E H E L P F U L A RT I C L ES A B O U T Search this website 2/27/2021 Evidence Based Teaching Strategies - The Core List 17/26 Earlier, I highlighted the importance of the second evidence-based teaching strategy – show and tell. However, the focus was on teaching content. You can also increase how well your students do in any subject by explicitly teaching them how to use relevant learning strategies. When teaching students to: Write you oen teach them strategies such as making a plan and checking for transition words.

Read you oen teach strategies that will deepen their comprehension. Mathematics, you oen teach them problem-solving strategies. From assignments and studying, to characterisation, there are strategies that will help your students perform better. And, just as with content, you need to: Tell students about these strategies EVIDENCE-BASED TEACHING H O M E H E L P F U L A RT I C L ES A B O U T Search this website 2/27/2021 Evidence Based Teaching Strategies - The Core List 18/26 Show them how to use them Give them guided practice and feedback before asking them to use them independently Evidence Based Teaching Strategy 10: Nurture Meta-Cognition e tenth and nal evidence-based teaching strategy in this list is mea-cognition.

Many teachers believe they are encouraging students to use mea-cognition when they are not. Oen, they are just asking their students to use strategies. For example: Making connections when reading Self-verbalising when solving problems EVIDENCE-BASED TEACHING H O M E H E L P F U L A RT I C L ES A B O U T Search this website 2/27/2021 Evidence Based Teaching Strategies - The Core List 19/26 Such strategies are useful. However, on their own, they are not meta-cognition. Meta-cognition involves thinking about your options, your choices and your results.

And it has an even larger eect on student results than teaching them strategies. When using meta-cognition your students may think about: What strategies they could use (options) What strategies they will use (choices) How eective their choices were (results) Whether to continue with or change their chosen strategies What Teaching Strategies Didn’t Make the Top 10? EVIDENCE-BASED TEACHING H O M E H E L P F U L A RT I C L ES A B O U T Search this website 2/27/2021 Evidence Based Teaching Strategies - The Core List 20/26 Some evidence-based teaching strategies that didn’t make the top ten are still worth adopting. Research shows that a few of these teaching strategies have a signicant positive impact on student results.

For example, holding high expecations of students . ey just have less of an eect than those that made the top ten list. Other evidence-based teaching strategies didn’t make the list for a dierent reason. ey can only be used within a single subject. For example, reciprocal teaching. Don’t assume that a teaching strategy is no good just because it isn’t in the top ten. You can nd other examples of subject-specic strategies in the article How to Teach Writing to Adolescents. at said, there are some popular teaching strategies that do not have a large eect on student results. ese include whole language, teaching test aking and discovery-based learning.

3 EVIDENCE-BASED TEACHING H O M E H E L P F U L A RT I C L ES A B O U T Search this website 2/27/2021 Evidence Based Teaching Strategies - The Core List 21/26 Note on this Core List of Evidence Based Teaching Strategies I rst published this article in 2015. Since then there has been additional research. Check out my more recent article 6 High Impact Teaching Strategies. The Top 10 Evidence Based Teaching Strategies In Brief EVIDENCE-BASED TEACHING H O M E H E L P F U L A RT I C L ES A B O U T Search this website 2/27/2021 Evidence Based Teaching Strategies - The Core List 22/26 EVIDENCE-BASED TEACHING H O M E H E L P F U L A RT I C L ES A B O U T Search this website 2/27/2021 Evidence Based Teaching Strategies - The Core List 23/26 Embed This Graphic on Your Website Save EVIDENCE-BASED TEACHING H O M E H E L P F U L A RT I C L ES A B O U T Search this website 2/27/2021 Evidence Based Teaching Strategies - The Core List 24/26 <a href=" based-teaching-strategies/"><img src=" content/uploads/2019/07/top-10-Teaching-Strategies- brief.png" title="Infographic Title" alt="description with keywords" width="1200px" border="0" /></a><p style="text- align: center;">Courtesy of <a href=" Based Teaching</a></p> Shaun Killian (MEd, MLead) Shaun Killian is an experienced teacher and principal with a passion for helping students to excel.

He believes that assisting teachers to adopt evidence-based education is the best way to make this happen. Shaun is committed to bringing you practical advice based on solid research. EVIDENCE-BASED TEACHING H O M E H E L P F U L A RT I C L ES A B O U T Search this website 2/27/2021 Evidence Based Teaching Strategies - The Core List 25/26 References 1 In John Hattie’s Visible Learning, the eect size for high expecations is 0.43, while the eect size for teacher clarity is 0. See Visible Learning by John Hattie 3 See for example, Rubie-Davies, C. M. (2007).

Classroom interactions: Exploring the practices of high- and low- expectation teachers. British Journal of Educational Psychology, 77, 289–306; see also, Dweck, C. (2006). Mindset. New York: Random House, and Pygmalion in the Classroom: Teacher Expectation and Pupil’s Intellectual Development.  Filed Under: Educational Articles, Feature, Teaching Strategies EVIDENCE-BASED TEACHING H O M E H E L P F U L A RT I C L ES A B O U T Search this website 2/27/2021 Evidence Based Teaching Strategies - The Core List 26/26 Connect With Us Privacy Policy | Glossary EVIDENCE-BASED TEACHING H O M E H E L P F U L A RT I C L ES A B O U T Search this website Read the directions carefully. This is an education course, the template is attached.

After you have thoughtfully considered the learning theories, the next step is to develop your pedagogy, or effective teaching methods, through instructional strategies. Instructional strategies encompass all the techniques teachers use to make learning engaging, relevant, and attainable to students. It is important to understand the various strategies you can use to instruct students and to meet the various needs of all students through these strategies. Part 1: Template Use the “Instructional Strategies Template†to complete this assignment. Part 2: Summary Write a word summary addressing the following: · Description of the strategy identified, its benefits, and any potential challenges. · Explanation of how the strategy applies to one of the learning theories from the Topic 1 assignment. · Description of a specific learning experience or activity that supports the chosen instructional strategy and learning theory. · Summary of accommodations, resources, and materials to differentiate instruction according to the needs, strengths, and learning goals of individual students.

Support your summary with a minimum of three scholarly resources. Instructional Strategies Template Part 1: National or state standard within content area and grade level Analysis how the standard fits into overall curriculum Learning Objective (at least one) Research-based instructional strategy Part 2: Summary Resources © 2019. Grand Canyon University. All Rights Reserved.

Paper for above instructions

Evidence-Based Teaching Strategies in Education

In the world of education, numerous teaching strategies are employed to enhance student learning, but not all methods yield the same results. Evidence-based teaching strategies are grounded in research, ensuring that the approaches utilized in classrooms are effective in promoting learning outcomes. This essay delves into several core evidence-based teaching strategies, their benefits, challenges, and the connection to relevant learning theories.

Description of the Chosen Strategy: Clear Lesson Goals

One of the most impactful evidence-based strategies is the establishment of clear lesson goals. Clear lesson goals articulate what students should know and be able to do by the end of the lesson. Research indicates that when teachers define specific objectives, student engagement and comprehension improve significantly (Hattie, 2009). Notably, clarity of instructional goals has been found to increase student performance by 32% more than merely holding high expectations (Hattie, 2009). This strategy aids not only in focusing the lesson but also in aligning assessment techniques with learning intentions.
Benefits of Clear Lesson Goals
The primary benefit of clear lesson goals is enhanced focus, which can lead to improved learning outcomes. By knowing the expectations at the onset, students can self-regulate their learning and monitor their progress throughout the lesson (Hattie & Timperley, 2007). Furthermore, clearly defined goals allow teachers to tailor their instruction and use varied teaching methods to meet diverse learner needs, making the class more inclusive (Biggs & Tang, 2011).
Potential Challenges of Clear Lesson Goals
Despite its benefits, challenges may arise when implementing this strategy. For instance, crafting specific, measurable, achievable, relevant, and time-bound (SMART) goals can be time-consuming for teachers. Furthermore, students may struggle with understanding goals if they are not articulated in learner-friendly language (Yeager et al., 2019). There’s also a risk that a narrow focus on predetermined goals may limit creativity and exploration, stifling students’ ability to engage with content deeply.

Connection to Learning Theories

The establishment of clear lesson goals predominantly resonates with Constructivist Learning Theory, which posits that learners actively construct their understanding of knowledge through experiences. According to Piaget (1973), clearly defined goals guide students in organizing their learning process. They become more vested in their learning as they can independently navigate toward the objectives they understand.
Moreover, Vygotsky’s Social Development Theory supports clear lesson goals, as it emphasizes the importance of social interactions in learning. When students are aware of learning objectives, they can engage in meaningful discussions and collaborations to achieve those goals (Vygotsky, 1978). This alignment with established theories validates the effectiveness of clear lesson objectives in classroom practice.

Specific Learning Experience: Collaborative Project

To illustrate the application of clear lesson goals, consider a collaborative project on climate change for a middle school science class. The lesson goals might include:
1. Students will understand the key factors contributing to climate change.
2. Students will work collaboratively to present potential solutions to reduce carbon footprints.
The teacher could begin the lesson by discussing the goals, ensuring students understand what is expected and how they will be assessed. This setup encourages students to take ownership of their learning, promoting engagement and enthusiasm.
In their groups, students could explore various facets of climate change, such as renewable energy sources, conservation strategies, or technological solutions. Throughout the project, the teacher can facilitate by checking for understanding and guiding discussions around the established goals (Hattie & Timperley, 2007).

Accommodations and Differentiation

When implementing clear lesson goals, it is crucial to consider differentiated instruction strategies. To cater to the diverse needs of students, the following accommodations may be utilized:
1. Visual Aids: Using graphical organizers can help students synthesize information relevant to lesson goals.
2. Group Roles: Assigning specific roles within collaborative projects ensures every student participates, catering to different strengths and providing an avenue for meaningful engagement.
3. Flexible Grouping: Mixed-ability groups facilitate peer learning, allowing stronger students to support those who may struggle.
4. Ongoing Feedback: Providing regular feedback helps students understand their progress against lesson goals.

Resources and Materials

The use of various resources and materials is essential for supporting clarity in lesson objectives. Teachers can utilize technology, such as interactive presentations or online quizzes, to reinforce goals throughout the lesson. Additionally, instructional materials such as example projects or performance rubrics guide students in understanding expectations.
Books on effective teaching practices, scholarly articles on educational psychology, and curricula that emphasize outcome-oriented teaching methods can further enrich understanding and application of clear lesson goals (Killian, 2014; Hattie, 2009).

Conclusion

In conclusion, establishing clear lesson goals as an evidence-based teaching strategy is pivotal in enhancing student engagement and understanding in the classroom. While there are certain challenges in implementing this strategy, its alignment with robust learning theories and the potential for improved academic performance make it a valuable tool in the educator’s arsenal. By adopting this approach alongside differentiated instruction methods and resources, educators can create an inclusive and effective learning environment that meets the diverse needs of all students.

References

1. Biggs, J., & Tang, C. (2011). Teaching for Quality Learning at University. McGraw-Hill.
2. Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge.
3. Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
4. Killian, S. (2014). Evidence Based Teaching Strategies – The Core List. Retrieved from https://ww
5. Piaget, J. (1973). To Understand is to Invent: The Future of Education. Viking Press.
6. Vygotsky, L. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
7. Yeager, D. S., et al. (2019). Getting students to be more adaptive: The role of learning goals. Psychological Review.
8. Rubie-Davies, C. M. (2007). Classroom interactions: Exploring the practices of high- and low-expectation teachers. British Journal of Educational Psychology.
9. Dweck, C. (2006). Mindset: The New Psychology of Success. Random House.
10. Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119(2), 254–284.