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What is the frst thing
that comes to your mind
when you hear the word...
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EVIDENCE
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TEACHING
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EVIDENCE-
A!EDTEACHING
*from various sources
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!erious&y now...
What do you 'N$W a(out...
EVIDENCE-A!ED TEACHING)
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What we 'N$W
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What do you WANT to "nowa(out...
EVIDENCE-A!ED
TEACHING)
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What we WANT to "now
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$(*ecti+es
• Dene evidence-based teaching
• Explain the importance of evidence-based teaching
• Describe a) classroom-basedassessment and b) diagnostic teaching
• Discuss the connection of classroom-
based assessment and diagnosticteaching to evidence-based teaching
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E+idence-ased
Teaching,
Evidence-based teaching isteaching that both benets from
existing educational research andfrom evidence collected asteaching unfolds' t is undertaken
in the spirit of inuir+, ith theenrichment of the learningexperience as its goal'
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ets thin" #or a whi&e/
Wh+ is evidence-based teachingimportant?
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C&assroom-asedAssessment0"ssessment is .a s+stematicprocess of gathering
information about hat astudent knos, is able to do,and is learning to do'./#anitoba Education and raining, %eporting on 0tudent &rogress and"chievement, 1223')
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C&assroom-ased
Assessment0
"ssessment is an integralpart of instruction that
enhances, empoers, andcelebrates student learning'
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C&assroom-ased
Assessment0
#eaningful "ssessment
"ssessment should occur inauthentic contexts that allostudents to demonstrate
learning b+ performingmeaningful tasks'
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C&assroom-ased
Assessment
0
#eaningful assessmentachieves a purpose and
provides clear and usefulinformation'
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C&assroom-ased
Assessment
0
t ma+ identif+misunderstandings in student
learning, and providecorrective feedback anddirection for further
instruction'
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C&assroom-ased
Assessment
0
he eacher$s %ole in"ssessment
n the classroom, teachersare the primar+ assessors of
students'
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C&assroom-ased
Assessment
0
eachers design assessment toolsith to broad purposes4 to
collect information that illinform classroom instruction, andto monitor students$ progress
toards achieving learningoutcomes and standards ofstudent performance'
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ets 1ause/
What is classroom-based assessment?
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C&assroom-ased
Assessment&rinciples of !lassroom-5ased"ssessment
!lassroom-based assessmentprovides regular feedback andallos teachers and students to
re6ect on progress and ad7ustinstruction and learningaccordingl+'
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PRINCIPLES OF ASSESSMENT THAT ASSIST LEARNING AND INFORM INSTRUCTION
1. An Integral Part of
Instrut!on an" Learn!ng
#. Cont!nuous an" Ongo!ng $. Aut%ent! an" Mean!ngful
Language Learn!ng
Proesses an" Conte&ts
Assess'ent . . .•is meaningful to students
•leads to goal setting
•fosters transfer/integration with
other curricular areas andapplication to daily life
•reflects instructional strategies
used
•uses a wide variety of
strategies and tools
•reflects a definite purpose
Assess'ent . . .•occurs through all instructional
activities (observations,
responses, logs)
•occurs systematically over a
period of time
•demonstrates progress
towards achievement of
learning outcomes
Assess'ent . . .•focuses on connecting prior
knowledge and new
knowledge (integration of
information)
•focuses on authentic literacy
contexts and tasks
•focuses on application of
strategies for constructing
meaning in new contexts
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(. Colla)orat!*e an"
Reflet!*e Proess
+. Mult!"!'ens!onal ,,
Inor-orat!ng a ar!et/ of
Tas0s
. De*elo-'entall/ an"
Culturall/ A--ro-r!ate
Assess'ent . . .•encourages meaningful
student involvement and
reflection
•involves parents as partners
•reaches out to the community
•focuses on collaborative
review of products and
processes to draw conclusions
•involves a team approach
Assess'ent . . .•uses a variety of authentic
strategies, tasks, and tools
•is completed for a variety of
purposes and audiences
•reflects instructional tasks
Assess'ent . . .•is suited to students'
developmental levels
•is sensitive to diverse social,
cultural, and linguistic
backgrounds
•is unbiased
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2. Fouse" on Stu"ents3
Strengt%s
4. 5ase" on Ho6 Stu"ents
Learn
7. Offer Clear Perfor'ane
Targets
Assess'ent . . .•identifies what students can
do and are learning to do•identifies competencies in the
development of knowledge,
skills and strategies, and
attitudes
•considers preferred learning
styles
•focuses on celebrations of
progress and success
•provides for differentiation
•
provides information tocompare a student's
performance with his/her other
performances
Assess'ent . . .•uses sound educational
practice based on currentlearning theory and brain
research
•fosters development of
metacognition
•considers multiple
intelligences and learning
styles
•uses collaborative and co
operative strategies
•considers research on the role
of memory in learning
•reflects current models of
language and literacy learning
Assess'ent . . .•encourages student
involvement (setting criteria,measuring progress, working
towards outcomes and
standards)
•encourages application beyond
the classroom
•provides a basis for goal
setting
•provides students with a sense
of achievement
•provides information that
compares a student's
performance to predetermined
criteria or standards
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ets 1ause and as"/
Which principle of classroom-basedassessment is most applied? leastapplied?
Wh+?
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Diagnostic Teaching
2
Diagnostic teaching is the8process of diagnosing
student abilities, needs andob7ectives and prescribingreuisite learning activities'9/'ibe'unesco'org:international:Doc0ervices:hesaurus: ;;;;132
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Diagnostic Teaching2
Diagnostic teaching is embeddedithin the teachers$ regular
instruction' hrough diagnosticteaching, the teacher monitorsthe understanding and
performance of students before,during, and after teaching thelesson'
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Diagnostic Teaching2
Diagnostic teaching caninform teachers of the
e=ectiveness of their lessonsith individuals, small groupsof students, or hole classes,
depending on the instrumentsused'
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Diagnostic Teaching2
Within a diagnostic teachingperspective, assessment and
instruction are interactingand continuous processes'''
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Diagnostic Teaching2
'''ith assessment providingfeedback to the teacher on
the e>cac+ of priorinstruction, and neinstruction building on the
learning that studentsdemonstrate'/uske+, @;;A)
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Diagnostic Teaching2
Diagnostic teaching reuires theteacher to re6ect on the
e=ectiveness of each lesson sos:he can make decisions on hatand ho to teach next /based on
the information gatheredthroughout the lesson)'
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Diagnostic Teaching2
Bor example, s:he ma+ antto re-teach the
concept:skill:strateg+, orintroduce:proceed to the nelesson'
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ets 1ause and re3ect...
What is easiest to do in diagnosticteaching?
What is the most di>cult?
Wh+?
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!o...
Co are c&assroom-(asedassessment and diagnosticteaching connected to
e+idence-(ased teaching?
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What we EA%NED
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%e#erences4
• 1%etrieved fromhttp4::'northeastern'edu:learningresearch:programs:facult+-scholars-progr
am:evidence-based-teaching: on1A October @;1• @"dapted from
http4::'edu'gov'mb'ca:k1@:cur:ela:d
ocs:ela-assess-toF'html on 1A October @;1• A"dapted from
http4::'unesco'org:education:literac
:d : i df1A O b @;1
http://www.northeastern.edu/learningresearch/programs/faculty-scholars-program/evidence-based-teaching/http://www.northeastern.edu/learningresearch/programs/faculty-scholars-program/evidence-based-teaching/http://www.northeastern.edu/learningresearch/programs/faculty-scholars-program/evidence-based-teaching/http://www.edu.gov.mb.ca/k12/cur/ela/docs/ela-assess-5to8.html%20on%2013%20October%202014http://www.edu.gov.mb.ca/k12/cur/ela/docs/ela-assess-5to8.html%20on%2013%20October%202014http://www.edu.gov.mb.ca/k12/cur/ela/docs/ela-assess-5to8.html%20on%2013%20October%202014http://www.unesco.org/education/literacy/doc/overview.pdfhttp://www.unesco.org/education/literacy/doc/overview.pdfhttp://www.unesco.org/education/literacy/doc/overview.pdfhttp://www.unesco.org/education/literacy/doc/overview.pdfhttp://www.edu.gov.mb.ca/k12/cur/ela/docs/ela-assess-5to8.html%20on%2013%20October%202014http://www.edu.gov.mb.ca/k12/cur/ela/docs/ela-assess-5to8.html%20on%2013%20October%202014http://www.edu.gov.mb.ca/k12/cur/ela/docs/ela-assess-5to8.html%20on%2013%20October%202014http://www.northeastern.edu/learningresearch/programs/faculty-scholars-program/evidence-based-teaching/http://www.northeastern.edu/learningresearch/programs/faculty-scholars-program/evidence-based-teaching/http://www.northeastern.edu/learningresearch/programs/faculty-scholars-program/evidence-based-teaching/