Evidence-Based Models of Teaching

Evidenced-based Models of Teaching 6 XiXinXing/Thinkstock Indeed, the single most powerful variable in student achievement—more than socioeconomic status or school funding—is the quality of the teaching learners receive. —Daniels & Bizar, 2012 Learning Objectives After reading this chapter, you should be able to: Explain the theoretical research base for today’s best educational practices. ሁ Identify models of teaching that are based on scientific evidence, using information from effect sizes to help determine this designation. ሁ Describe teacher-directed models of teaching. ሁ Analyze the indicators of student-centered models of teaching. ሁ FOLIO_RECTO 139 han82148_06_c06_139-170.indd 139 3/3/15 2:31 PM Introduction Introduction INTASC TEACHING STANDARDS ADDRESSED The No Child Left Behind Act (NCLB), passed by the U.S. Congress in 2001, aimed to close student achievement gaps by providing all children with a fair, equal, and significant opportunity IN CHAPTER 6 to obtain a high-quality education. The four mainstays of the legislation were accountabil- Standard #8: Instructional Strategies. The teacher understands and uses a variety of ity, flexibility, parent options, and research-based education. This last area, research-based instructional strategies to encourage learners to develop deep understanding of content education, served as a wake-up call because of the growing consensus among educators areas and their connections, and to build skills to apply knowledge in meaningful ways. and legislators that bringing scientifically based research into our classrooms was long overdue. Under NCLB, the term, scientifically based research referred to research “that involved the application of rigorous, systematic and objective procedures to obtain reliable and valid knowledge relevant to education activities and programs” (NCLB, 2001). This revolution in educational practices that began in the early part of the 21st century might be compared to what happened with medical practices almost a century ago. When the “great influenza,” commonly known as the “flu of 1918,” broke out in the United States, Johns Hopkins University turned the existing medical model upside down by insisting that only proven medicine be practiced, meaning only medicine that was based on the scientific method of research. Similarly, in education, the decade that followed the passage of NCLB witnessed intensified activity in universities and research centers throughout the United States intent on identify- ing exactly which classroom and teaching practices were deemed the most effective. In classrooms all over the nation, we are currently seeing the results of those efforts—programs and teaching practices that are predicated on “scientifically based research.” This chapter highlights these evidence-based instructional practices and underscores that these have been found to be effective at all grade levels and all subject areas. Moreover, we assert that, in many ways, teachers function as CEOs. Even as they must adhere to strict district poli- cies and teach approved standards, they also have almost universal control over how they structure their classrooms for learning and which instructional strategies they choose to use in teaching those same standards. We contend that since teachers do have this choice, why wouldn’t they choose practices that research has shown to be most effective for student learning? Robert Slavin, director of the Center for Research and Reform in Educa- tion at Johns Hopkins University, also believes that we are headed in the direction of using evidence-based teaching strategies: Sooner or later, schools throughout the U.S. and other countries will be mak- ing informed choices among proven programs and practices, implementing them with care and fidelity, and thereby improving outcomes for their children. Because of this, government, foundations, and for-profit organizations will be creating, evaluating, and disseminating proven programs to meet high standards of evidence required by schools and their funders. The conse- quences of this shift to evidence-based reform will be profound immediately and even more profound over time, as larger numbers of schools and districts come to embrace evidence-based reform and as more proven programs are created and disseminated. (Slavin, 2014) 140 han82148_06_c06_139-170.indd 140 3/3/15 2:31 PM Best Practice Classrooms Section 6.1 Introduction INTASC TEACHING STANDARDS ADDRESSED The No Child Left Behind Act (NCLB), passed by the U.S. Congress in 2001, aimed to close student achievement gaps by providing all children with a fair, equal, and significant opportunity IN CHAPTER 6 to obtain a high-quality education. The four mainstays of the legislation were accountabil- Standard #8: Instructional Strategies. The teacher understands and uses a variety of ity, flexibility, parent options, and research-based education. This last area, research-based instructional strategies to encourage learners to develop deep understanding of content education, served as a wake-up call because of the growing consensus among educators areas and their connections, and to build skills to apply knowledge in meaningful ways. and legislators that bringing scientifically based research into our classrooms was long overdue. Under NCLB, the term, scientifically based research referred to research “that involved the application of rigorous, systematic and objective procedures to obtain reliable and valid knowledge relevant to education activities and programs” (NCLB, 2001). This revolution in educational practices that began in the early part of the 21st century might be compared to what happened with medical practices almost a century ago. When 21ST CENTURY FRAMEWORK ELEMENTS ADDRESSED the “great influenza,” commonly known as the “flu of 1918,” broke out in the United States, IN CHAPTER 6 Johns Hopkins University turned the existing medical model upside down by insisting that 21st Century Curriculum and Instruction only proven medicine be practiced, meaning only medicine that was based on the scientific Create meaningful opportunities for student demonstration/mastery of 21st century method of research. skills. Ensure that students have real world opportunities to synthesize, apply and demon- strate their mastery of key concepts and 21st century skills. Similarly, in education, the decade that followed the passage of NCLB witnessed intensified activity in universities and research centers throughout the United States intent on identify- Deliver learner-centered instruction that enables 21st century skills. Commit to meet- ing exactly which classroom and teaching practices were deemed the most effective. In class- ing the unique 21st century skills needs of each student. Connect curriculum to learners’ rooms all over the nation, we are currently seeing the results of those efforts—programs experiences and frames of reference to build upon each student’s knowledge and experi- ence and help them systematically expand their abilities and master new concepts and and teaching practices that are predicated on “scientifically based research.” This chapter proficiencies. highlights these evidence-based instructional practices and underscores that these have been found to be effective at all grade levels and all subject areas. Moreover, we assert that, in many ways, teachers function as CEOs. Even as they must adhere to strict district poli- cies and teach approved standards, they also have almost universal control over how they structure their classrooms for learning and which instructional strategies they choose to use in teaching those same standards. We contend that since teachers do have this choice, 6.1 Best Practice Classrooms why wouldn’t they choose practices that research has shown to be most effective for stu- What do we mean, exactly, by the term best practice? To answer this question, we examined dent learning? Robert Slavin, director of the Center for Research and Reform in Educa- the research published by some of the nation’s most prestigious professional associations, tion at Johns Hopkins University, also believes that we are headed in the direction of using including the American Association for the Advancement of Science, National Board for Pro- evidence-based teaching strategies: fessional Teaching Standards, National Council of Teachers of English, National Council of Teachers for Social Studies, National Council of Teachers for Mathematics, National Science Sooner or later, schools throughout the U.S. and other countries will be mak- Teachers Association, National Research Council, and the work of the committees that devel- ing informed choices among proven programs and practices, implementing oped the Next Generation Science Standards and Common Core State Standards. In all of these them with care and fidelity, and thereby improving outcomes for their chil- organizations, we found general agreement about specific classroom practices that were dren. Because of this, government, foundations, and for-profit organizations more effective than other practices (Daniels & Bizar, 2005). Similarly, Zemelman, Daniels, and will be creating, evaluating, and disseminating proven programs to meet high Hyde (2012) examined best classroom practices from these same professional sources—all standards of evidence required by schools and their funders. The conse- of which based their recommendations upon scientific research and classified them as being quences of this shift to evidence-based reform will be profound immediately

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