Teaching Methods: Evidence

based
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 Teaching method

• Teaching method is the set of

moments and logically coordinated
techniques to direct student
learning toward specific goals.
Classification of teaching
methods
 5Es of Lesson
Engage

Evaluate Explore
5 E’s
Specific Lesson

Elaborate Explain
 Explore
• Activity which gives • Perform an
students time to think Investigation
and • Read Authentic
investigate/test/make Resources to Collect
decisions/problem Information
solve, and collect • Solve a Problem
information.
• Construct a Model
 Explain
• Activity which allows • Student Analysis &
students to analyze Explanation
their exploration. • Supporting Ideas with
Evidence
Student’s
understanding is • Structured Questioning
clarified and modified • Reading and Discussion
through a reflective • Teacher Explanation
activity. • Thinking Skill Activities:
compare, classify, error
analysis
 Elaborate
• Activity which expands • Problem Solving
and solidifies student • Decision Making
thinking and/or applies • Experimental Inquiry
it to a real-world
situation. • Thinking Skill Activities:
compare, classify, apply
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 Evidence-based Teaching
What do we mean by evidence?
1. Treatment fidelity
2. Behavioural outcomes are clearly described (effect size)
3. Learner characteristics are clearly described
4. Control of variables
5. Freedom from contamination
6. Acceptable side effects
7. Sound theory underlying the intervention
8. Adequate follow-up
9. Research has been carried out in natural conditions
10. Published results have been reviewed by peers
11. Research has been replicated
12. Intervention is cost effective
13. Research is accessible

effect size= (post test-pre-test)/SD, and average effect size is .4; SD denotes
standard Deviation.
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 Evidence-based Teaching:
an Evaluation Scale e.g.
.
Criterion Indicators Evaluation
The teacher 1.In most lessons the A.All indicators are
regularly uses co- teacher uses co- regularly met.
operative group operative group
B.The teacher
teaching in which activities.
occasionally uses
all learners work
2.The teacher uses a both forms of co-
together in small
combination of (a) operative group
groups of 6-8,
mutual assistance activities with
helping each other
groups and (b) ‘jig-saw ability and mixed
to carry out
type groups. ability groups.
individual and
group tasks. 3.Mostly, groups are C.The teacher
Groups are usually comprised of learners occasionally uses
mixed ability. The with mixed abilities. mutual assistance
teacher teaches 4.The teacher teaches groups.
group process skills group process skills D.None of the
and carefully and carefully indicators are met.
supervises group supervises group
interaction. activities.
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 Using Evidence-based Teaching Strategies

Strategy 1. Co-operative Group Teaching

‘Help learners to learn from each other’

Learners work together in small groups, helping each other to carry out
individual and group tasks

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 Using Evidence-based Teaching Strategies

Strategy 2. Peer Tutoring

‘utilise peers to teach each other’

One learner (a ‘tutor) assists another learner (a ‘tutee’) with a task.

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 Evidence-based Teaching

Strategy 3. Review and Practice

‘practice makes perfect’

Provide opportunities to engage with the same idea at different times.

Provide opportunities to practice new skills in different contexts.

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 Evidence-based Teaching

Strategies 4 and 5. Formative Assessment and

Feedback
‘regularly check and inform learners of their progress’

Probe for knowledge within lessons

Give frequent feed back
Adjust teaching methods
Feedback should be:
- timely
- explicit
- focused on learner’s strategies
- able to be used by the learner
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 Evidence-based Teaching

Strategy 6. Cognitive Strategy Instruction

‘teach learners ways of thinking’

Help children how to learn as well as what to learn.

Teach such skills as:
- visualization
- planning
- self-regulation
- memorizing
- analyzing
- predicting
- thinking about their thinking

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 Evidence-based Teaching

Strategy 7. Self-regulated Learning

‘help learners take control of their own learning’

Help children to gain as much independence as possible.

Teach such skills as:
- setting their own goals
- developing and implementing action plans
- self-evaluating their progress toward achieving their goals
- revising their goals

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 Evidence-based Teaching

Strategy 8. Memory Strategies

‘help learners remember important information’

Teach short-term and long-term memory strategies

Some methods:
- mnemonics
- attending to important features of a task
- rehearsal
- mental representations
- chunking

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 Evidence-based Teaching

Strategy 9. Reciprocal Teaching

‘help learners understand what they read’

Give learners guided practice on how to improve their reading by

teaching them how to:
• Predict
• clarify
• question, and
• summarize
what is in a text

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 Evidence-based Teaching

Strategy 10. Behavioural Approaches

‘control antecedents and consequences to change behaviors’
Focus on events that occur before or after children do something.
Positive reinforcement is most important.
Functional behavioral assessment:
(a) determine the function or purpose of a learner’s repeated
undesirable behavior,
(b) replace such behaviors with more acceptable ones.

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 Evidence-based Teaching

Strategy 11. Social Skills Instruction

‘teach learners how to positively interact with others’

Some children do not automatically learn how to positively interact with

others.
They may need to be taught such social skills as
* sensitivity
* psychological insight
* moral judgement
* communication
* social problem solving

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 Using Evidence-based Teaching Strategies

Strategy 12. Positive, Motivating

Classroom Environment
‘create a positive, motivating classroom climate’

Create an emotionally safe environment that children can trust

Help learners set appropriate goals
Provide a motivating learning environment
Establish clear rules and boundaries

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 Using Evidence-based Teaching Strategies

Strategy 13. Adequate Active Learning Time

‘maximise learning time within and between lessons’

Set clear objectives

Maintain a brisk pace
Provide sufficient time to respond to questions (about 3-5 seconds)
Make transitions as efficient as possible

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 Using Evidence-based Teaching Strategies

Strategy 14. Adapted curriculum

‘ensure that the curriculum fits all learners’ abilities and interests’

The curriculum should be broadly similar for all learners

The curriculum should be within the understanding of all learners and
therefore should be differentiated to suit their abilities

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 Using Evidence-based Teaching Strategies

Strategy 15. Adapted assessment

‘ensure that the content and methods of assessment fits all learners’
abilities and interests’

The assessment should be reflect any adaptations to the curriculum

The curriculum should be within the understanding of all learners

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 Evidence-based Teaching

Strategy 16. Information and Communications

Technology
‘compensate for learners’ skill deficits’

A definition
‘any item, piece of equipment or product system ... that is used
to increase, maintain, or improve functional capabilities of
children with disabilities’ (US legislation)
High tech and low tech

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 Evidence-based Teaching

Strategy 17. Collaborative Teaching

‘become an effective team player’

This involves many professionals collaborating to set goals and

implement them.

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 Evidence-based Teaching

Strategy 18. Parent Involvement

‘respect parents’ rights, skills and needs’

Parents play a very important role in educating and supporting

learners with special needs.

They should be involved in developing individual education

programs and have a major say in their children’s placement.

Some will need counselling.

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 Evidence-based Teaching

Strategy 19. Phonological Awareness and

Phonological Processing
‘use a sound reading strategy’

Some children with reading disabilities need help with:

- segmenting words into syllables and sounds
- recognizing and producing rhyming words
- identifying where specific sounds occur in words
- blending sounds into words

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 Evidence-based Teaching
Strategy 20. Optimal Physical Environment
‘provide a physical environment that enables learning’

Pay attention to
– the design and arrangement of furniture,
– acoustics,
– lighting,
– temperature,
– ventilation

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 Evidence-based Teaching
Strategy 21. Functional Behavioural Assessment
‘determine the function or purpose of undesirable behaviours’

Analyse what purposes are served by undesirable behaviours

Design an appropriate behavioural intervention programme

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 Evidence-based Teaching
Strategy 22. Optimal Success
‘aim for a 90% success rate for all learners’

Critical tasks within lessons should be completed with at least a

90% success rate for all learners

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 Effective Teaching Methods
What does Hattie’s (2009) synthesis of meta-analyses
report on this issue……..
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. London:
Routledge.
 Challenges in Teaching
The Four Most Baffling Challenges for Teachers
• Discipline
• Unmotivated students
• Under involved or adversarial parents
• Tough working conditions
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