Evidence Based Teaching Strategies

​​First, I would like to welcome our new readers from NYU Prague!

This week, I am sharing a compilation of the "Top Evidence Based Teaching Strategies," many I suspect (hope) you have heard and possibly integrated previously. The goal this week is to remind us of a few ideas in our continual pursuit to enhance of our instructional approach.

The top strategies include:

1. Clear Learning Outcomes

2. Model Expectations/Outcomes

3. Timely Formative Assessment

4. Summarize Concepts Graphically

5. Provide Opportunities for Practice (in and out of class)

6. Attend to Differentiated Learning (when possible offer opportunities for students to represent their conceptual understanding)

7. Provide Key Times to Collaborate (model expectations)

8. Integrate Teaching Strategies and Processing with Content

9. Encourage, Endorse Metacognition

References

• Anderson, S. (1994). Synthesis of research on mastery learning. ERIC document; and Guskey, T., & Pigott, T. (1988). Research on group-based mastery learning programs: A meta-analysis. Journal of Educational Research, 81(4), 197–216.

• Cotton, K. (1989). Classroom questioning. School Improvement Research Series, Close Up.

• Donovan, J., & Radosevich, D. (1999). A meta-analytic review of the distribution of practice effect: Now you see it, now you don’t. Journal of Applied Psychology, 84(5), 795–805.

• Hattie, J. (1992). Measuring the effects of schooling. Australian Journal of Education, 36(1), 5-13.

• Rubie-Davies, C. M. (2007). Classroom interactions: Exploring the practices of high- and low-expectation teachers. British Journal of Educational Psychology, 77, 289–306.