Sharon Stevenson Eng 210 Albin March 5, 2024 Evidence-Based Strategies: Transforming Teaching and Learning in the Classroom The importance of evidence in the pursuit of educational excellence cannot be understated. It acts as a compass for curriculum creativity, student evaluation, and instructional practices. There are various applications of evidence in education, focusing on how data-driven choices can improve the efficiency of instruction and provide a supportive learning environment for students. Through an analysis of instruction and providing a supportive learning environment for students. Analysis of several sources of information, such as student evaluations and standardized test results, will reveal the transformative potential. Evidence …show more content…
This indicates that there is widespread agreement from thorough examinations that they are effective in numerous situations in a variety of settings, for distinct student subgroups, and at different places. Also, a great deal of rigorous research has been conducted on methods for teaching subject-specific content, such reading and numeracy, which can be used to enhance general evidence-based pedagogical techniques. Evidence-Based Teaching Practices - Department of Education. Evidence-based practices in education stand on the solid ground of extensive, top-notch research that's been consistently replicated with positive outcomes, particularly in how they boost student success. These practices slice through the guesswork in teaching by providing specific, effective tactics that elevate student performance. As a teacher, it's upsetting when you can't seem to help your students learn. You switch from one approach to another, yet the student still isn't hitting the mark. Evidence-based practices cut down on teaching trial and error, offering proven methods that have a track record of enhancing student …show more content…
Many activities might look engaging and classroom-ready, but without the backing of scientific research, their effectiveness is not proven successful (Pittman, Lauren). There are many different methods available to be used when educating, the only way to truly know if the students are learning through these methods, is through evidence. Many educators have long used data-driven instruction to improve student success, and the advantages of using student data to inform and enhance teaching methods, are now widely recognized among teachers, educators, and administrators. The idea that data-driven instruction exclusively concentrates on teaching strategies that increase test results is a frequent misperception. Data-driven instruction takes a broad approach, utilizing dynamic student data to assess comprehension both individually and in the classroom. This helps teachers make precise curriculum modifications that can enhance the way students grasp the material. Teachers can adjust their teaching strategies to promote student accomplishment by using student data to inform
Marzano, R. J., & Brown, J. L. (2009). A handbook for the art and science of teaching. Alexandria, VA: Association for Supervision and Curriculum Development.
The purpose of integrating practices within the MTSS framework has multiple features with in its three level of tiers, that benefit both students and teachers resulting in improved outcomes in content learning as well as behavior and emotional domains. The intent of the integration of practices is to optimize learning, keep students engaged in learning and in the classroom, eliminate distractions, and the efficacy of instruction time using evidence based practices for academics and behavior skills. (McIntosh & Goodman, 2016). When selecting an evidence base practice it should have validation of multiple rigorous research studies that improve student outcome, as well as met standard of criteria from respected publications and meet four suggested criteria: (1) have at least two high-quality experimental studies, (2) studies conducted by teams from different institutions with at least one having no affiliation with the developers, (3) consist of documentation of positive educational outcomes with no negative side effects, and (4) evidence the practice can be fully implemented by school personnel with standard resources.
...teacher see what their students know, wonder about and techniques they use to make sense of the world and the classroom. This information can then be used by the teacher to differentiate instruction. The teacher can recover material, present alternative activities that students are more receptive in order to foster student responsiveness and engagement. In Page Keeley’s article An Introduction to Formative Assessment Classroom Techniques (FACTs) she articulates the purpose and power of a classroom that frequently uses formative assessments by saying, “it organizes the entire classroom around learning and informs ways teachers can provide more effective learning experiences based on how their own” (10). Formative assessments foster a supportive classroom community where students and even teacher thoughts are encouraged and in turn shape the future of that classroom.
Assessments have always been a tool for teachers to assess mastery and for a long time it was just to provide a grade and enter it into the grade book or report card. Through resources in and out of the course, there has been a breath of new life into the research on how to use assessments. They take many forms and fall within the summative or formative assessment category. Sloan (2016) addresses how formative assessments has traditionally been used by teachers to modify instruction, but when we focus on a classroom that is learner-centered “it becomes assessment for learning as opposed to assessment of learning” (slide 4). The fact is, the students are the ones that should be and are the ones using the data we collect through assessments, since it is our way of providing feedback in order
Regular use of formative assessment improves student learning as instruction can be adjusted based on students’ progress and teachers are able to modify instructions to cater to students’ individual needs (Black & Wiliam, 2010; Taylor-Cox, & Oberdorf, 2013). Various forms of informal and formal formative assessment methods are conducted as learning takes place, continuously through teacher observations, questioning through individual interactions, group discussions and open-ended tasks (McMillan, 2011). tests can tell us a lot about students and be used to inform and guide teaching, rather than simply to determine grades. Teachers can learn a lot from test results if they analyse the data generated to inform their teaching and learning programs (Perso, 2009). However, high stakes tests may result in students becoming stressed, leading to misreading questions, careless working and incomplete answers (Booker et al., 2010).
Lang, H., Evans, D.(2006). Models, Strategies, and Methods for Effective Teaching. USA, Pearson Education Inc.
Immigrants have been coming over to the U.S. for many years now. These immigrants have been trying to start a better life for themselves. Many of the immigrants who come to the U.S. are Mexican children. These children are running from the adults in their lives who are trying to use them as drug mules, they are then trying to do something useful with their live before we ship them back to their terrible lives in Mexico. A plan has been devised to help these children the plan is called Hope for Children and it has many benefits for the Mexican children and for the people of the U.S.
Muijs, D. Reynolds, D (2001). Effective Teaching - Evidence and Practice. London: Paul Chapman Publishing. p1-2
I also try to choose books that would be interesting to my students and create math story problems around the activities that students participate in. Assessing student learning is critical to monitoring instruction and reporting student progress accurately (Danielson, 1996). The development of this component was a goal of mine during the first semester of this school year. I feel that now, I have accomplished this area to the proficient level by creating graphs to track student progress and creating progress monitoring assessments to evaluate learning.... ... middle of paper ...
This emphasis on thoughtful evaluation has kept Basic Principles of Curriculum and Instruction a relevant, trusted companion for over sixty years. And with school districts across the nation working feverishly to align their curriculum with Common Core standards, Tyler's straightforward recommendations are sound and effective tools for educators working to create a curriculum that integrates national objectives with their students' needs. In essence, Tyler’s Rationale is represented by the four-step sequence of identifying objectives, selecting the means for the attainment or achievement of these objectives that is through educational or teaching-learning experiences provided for students, organizing these educational or teaching-learning experiences, and evaluating the outcomes or what have students attained or achieved. Tyler suggested when developing curriculum, objectives data should be gathered from three sources, namely; the learner, society, and subject matter.
The use of these learning theories and research based instructional strategies increases the probability of successful student learning within this instructional unit.
Marzano, R.J. (2007). The art and science of teaching. Alexandria, VA: Association for Supervision and Curriculum Development.
Killen, R. (2007). Effective Teaching Strategies, Lessons from Research and Practice. (4th .ed). South Melbourne: Thomson.
As teachers, we have to monitor the progress our students make each day, week, quarter and year. Classroom assessments are one of the most crucial educational tools for teachers. When assessments are properly developed and interpreted, they can help teachers better understand their students learning progress and needs, by providing the resources to collect evidence that indicates what information their students know and what skills they can perform. Assessments help teachers to not only identify and monitor learners’ strengths, weaknesses, learning and progress but also help them to better plan and conduct instruction. For these reasons, ongoing classroom assessment is the glue that binds teaching and learning together and allows educators to monitor their efficacy and student learning.
The most successful teaching begins with clarity about important learning outcomes and about the evidence that will show that learning has occurred (Marzano, 2010, p. 74)