Evidence-based teaching explained
Teaching is much more than information transmission and behaviour management. Excellent teachers focus on an individual student's learning growth, and evidence-based teaching enables them to do this by:
- Monitoring and evaluating their impact on learning and adapting the lesson to meet the needs of each student – rather than expecting the student to keep up regardless of their circumstances.
- Using evidence about what each student knows and understands at the start of the teaching period to inform their teaching interventions.
- Targeting their assessment and teaching practices to maximise the information obtained about their impact and optimise the chances of improving student learning.
- Constructing appropriate teaching and learning environments for every student, whatever their developmental stage and current abilities.
- Continuously evaluating the impact of their teaching, to inform next steps.
Studying evidence-based teaching
The Melbourne Graduate School of Education offers various modes of evidence-based teaching integrated within our current degree structures:
- Master of Teaching: for graduates who want to become teachers. An essential part of the Master of Teaching's evidence-based approach is the clinical practice exam, which links theory and practice in one key piece of assessment.
- Master of Evidence Based Teaching: for practicing teachers
- Master of Instructional Leadership: for educational leaders (and aspiring leaders).
Researching evidence-based teaching
Research is constantly informing our understanding of evidence-based teaching. Some of our major research projects and publications include:
- The Assessment and Learning Partnerships in the Assessment Research Centre
- McLean Davis, L. et al (2013), 'Masterly preparation: embedding clinical practice in a graduate preservice teacher education programme: The clinical praxis exam in the Master of Teaching', Journal of Education for Teaching: International research and pedagogy, vol. 39 (1), pp. 93–106
- Dinham, S. (2012), '‘Walking the Walk: The need for school leaders to embrace teaching as a clinical practice profession’, Conference Proceedings, Australian Council For Educational Research (ACER) research conference, Sydney, pp. 34–39