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Evidence Informed Practice

Evidence Based (or informed) Practice

Definition: Evidence-based refers to teaching, learning and assessment strategies adopted that are informed by objective evidence — most commonly educational research.

‘John Hattie and Robert Marzano have each conducted significant reviews of what works best in the classroom. There are some clear differences in their work. They use different terminology to each other. Marzano uses more isolated strategies, while Hattie combines strategies into broader approaches. Marzano’s findings are based heavily on teacher-designed assessments, while Hattie’s findings make more use of standardized tests. However, there is significant agreement between Robert Marzano and John Hattie when it comes to what works best in the classroom’.

Eight strategies Robert Marzano and John Hattie agree on:

1. Clear focus for the lesson (lesson aims, objectives, goals)
2. Offer overt instruction
3. Get the students to engage with the content
4. Give feedback
5. Multiple Exposures
6. Have students apply their knowledge
7. Get students to work together
8. Build students’ self-efficacy

Source: http://www.evidencebasedteaching.org.au/robert-marzano-vs-john-hattie/

See also http://ebtn.org.uk/

and : http://www.evidencebasedteaching.org.au/evidence-based-teaching-strategies/.

The latter site provides, in very simple terms, ten suggested evidence based teaching strategies for school teachers but these also apply in the FE context.

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