Evidence-based education is the use of well designed scientific studies to determine which education methods work best. It consists of evidence-based teaching and evidence-based learning. Evidence-based learning methods such as spaced repetition can increase rate of learning. The evidence-based education movement has its roots in the larger movement towards evidence-based-practices.
Evidence about the progress students make is crucial information for teaching. It provides a basis for establishing whether, and how effectively, individuals are learning. Low levels of progress may indicate lack of student effort and/or ineffective teaching, and so warrant closer investigation.
Ask many questions and observe student responses; questions allow students to connect new material with prior learning. Provide models such as step-by-step demonstrations or think aloud to work out the problem. Guide student practice by asking good questions and providing feedback.
Reliable evidence should form the basis of developing and changing individual programs for each young person. Evidence should also shape policy guidance and make professional youth services more relevant to users.
- Evidence supports assertions instead of being complete proof
- Evidence provides analysis and data for the efficiency of our work
- Evidence gives the opportunity to reflect on and suggest improvements to services
- Evidence is for the providers as well as the users of services
- Evidence and it’s use in the practice of prevention
When it comes to providing ethical and effective services to young people evidence is key to getting it right. The aim of prevention is to guide youths into making decisions that will benefit them instead of doing things that lower their prospects. Without using evidence any prevention programs drawn up are far more likely to fail, meaning that people are more likely to make the wrong decisions.
To be effective a program needs to use relevant evidence, to evaluate it’s impact and a way to measure the success or otherwise of implementation. For youth prevention programs to be effective everybody involved in the decision-making process has to have access to relevant and accurate evidence.
It’s important for teachers to use evidence-based practices and programs mainly because they work. The whole point of using a research-based or an evidence-based practice is you know that there is research behind it that demonstrates that it will, in fact, be an effective intervention.
