3. ✔ Evidence-based instructions are tried
and true teaching practices that are
effective in any classroom. There is
ample research on strategies that work
in all teaching environments whether
in-person, online, or in a hybrid model.
Teachers should invest in each of their
students and get to know each one as
much as possible. This type of
instructional practice differentiates
successful teaching and includes the
What is evidence- based Instructions?
✔ Evidence-based
instruction includes
materials and methods
that have been tested and
found to be effective for
large groups of diverse
students and across two or
more experimental
research studies. 3
4. Hello!
Rachel Brown,
Ph.D., NCSP
DR. Brown taught social
studies and history as well
as special education for 10
years prior to earning her
Ph.D. in special education
and school psychology at
the University of
Massachusetts, Amherst.
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5. 1. Definition
The term evidence-based is understood to mean that a particular
practice has been shown to be effective in two or more studies
with different groups and settings of students. For this reason,
evidence-based instruction is more likely to work with students
across more varied schools and settings.
6. 6
is an instructional approach, practice,
or methodology that is derived from
evidence. Such evidence is often a
derivative of empirical research,
resulting in reliable, trustworthy, and
valid substantiation suggesting that a
program or practice is effective and
that all proofs or facts that support
such a program or practice are
scientifically based.8 Professional
wisdom, based on educators’ individual
experiences and consensus, also
provides a source of evidence.
7. What Is Evidence-Based Instruction?
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five key
components of
evidence
Objective Valid
Refereed
Refereed
Systematic
Reliable
8. 1. Objective—data that any evaluator will identify and interpret similarly.
2. Valid—data that adequately represent the tasks needed to accomplish success.
100%
Total success!
3. Reliable—data that will remain essentially unchanged if collected on
a different day or by a different person.
4. Systematic—data that are collected according to a rigorous design of
either experimentation or observation.
5. Refereed—data that are approved.
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9. How to Utilize Evidence-Based
Instruction in the Classroom
1. Utilizing questioning techniques as prelude to discussion and
instruction. An example of this includes questions such as, “What do
you think you will really use?” and “What do you expect to learn from
this lesson?”
2. Applying retrieval strategies, using background knowledge, and
activating prior learning. This helps assess where teachers need to
begin instruction, reteach, and review.
3. Quizzing and incorporating pre-tests improves student learning and
maximizes the time spent teaching and planning. This includes using
games and online quizzes. Great examples of these are audience 9
10. 10
4. Making connections and
establish meaningful relationships
with what they are learning
using graphic organizers.
5. Scaffolding is a process
building on skills and information
from previous lessons, and
chunking information is a valuable
method for retention and
improving memory. Both of these
techniques have great success in
helping students learn and
remember content.
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6. Using probing questions or topics in
discussion. A good idea for this type of
approach is to open a discussion about a
controversial topic. This is a great way to get
all students alert and engaged. A little stress
in the learning environment is conducive to
learning and an opportunity for optimal
learning.
7. Incorporating Closing and Review with
questions such as, “What do you think was
the important thing we learned about
today? Asking the students if they have
any questions is not an appropriate way to
encourage discussion. This type of
questioning is too vague and does not
consider learning styles and preferences.
These techniques involve probing
12. “
What are the Benefits of
Evidence-Based Instructions?
A priority is to set goals and
challenge students individually
or in small groups. Teachers
invest time in each of their
students, and this allows for
maximum growth and progress
to take place in the classroom.
Having a relationship with the
students is the most efficient
way to maximize growth in a
classroom along with integrating
evidence-based practices.
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13. Principles of instructions
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✔ Begin lessons with short reviews of previous learning.
✔ 2 Present new material in small amounts; assist students as they practice
this material.
✔ Ask many questions and observe student responses; questions allow
students to connect new material 3 with prior learning.
✔ Provide models such as step-by-step demonstrations or think aloud to
work out 4 the problem.
✔ 5 Guide student practice by asking good questions and providing feedback.
14. Principles of instructions
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✔ Check that students understand the material; doing so can help students learn
✔ 6 with fewer errors. Obtain a high success rate (~ 80%) through teaching in
small steps,
✔ 7 guiding practice, and employing mastery learning techniques.
✔ 8 Provide scaffolds, or temporary supports, for difficult material. Prepare
students for and monitor independent practice; ample independent
✔ 9 practice is necessary for skills and knowledge to become automatic.
✔ 10 Engage students in weekly and monthly reviews of past material
15. When can it be implemented?
We can implement this within our
DAILY Teaching sessions.
It started from the lesson
objectives itself followed by
motivation/ drills up untill our
discussions. We can apply the
evidence-based teaching.
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