Evidence -based education ( Evil-based education - evidence-based education ) is an approach to all aspects of education, from the development of educational policy to educational practice, in which the methods used are based on significant and reliable evidence obtained from experiments. [one]
Evidence-based education has a common goal with evidence-based medicine : apply the best available evidence obtained using the scientific method to making educational decisions. “Evidence based learning” refers to aspects of teaching.
Content
Sources of evidence
As with new drug testing, evidence-based training methods are obtained from controlled trials. When several studies are compared, their conclusions are combined, and we get a meta-study or meta-analysis. This is significantly more reliable than the results of individual studies due to difficulties in controlling variables and individual bias.
Two sources of meta-analysis in the field of education include: John Hattie's “Apparent Learning” in New Zealand [2] and “In-Class Briefing” by a team from Colorado (USA) under the leadership of Robert Marzano [3] .
According to Marzano’s study, there are ten teaching methods that have been shown to work significantly better than many others:
- The use of analogies and comparisons ;
- Identify similarities and differences;
- Application notes and debriefing;
- Development thinking growth ;
- Repetition and practice;
- Graphic learning tools and methods;
- Cooperative learning ;
- Setting goals;
- Providing feedback (formative evaluation);
- Hypothesis testing ;
- Activation of prior knowledge;
- Organizers of development.
What Works Clearinghouse
Another source of evidence-based education is What Works Clearinghouse, which evaluates educational programs with evidence of effectiveness and is managed by the US Federal National Center for Educational Evaluation and Regional Aid (NCEE). Below are a few educational programs that currently have the highest rating of "medium or large", as well as the highest rating of the effectiveness of "positive effects" [4] :
Sound Partners . Phonetics, based on individual training four times a week, calculated on the minimum experience of the teacher. The program consists of scripting lessons that use oral reading to practice acoustics skills.
Success For All . School reading program for primary school with an emphasis on early detection and prevention of reading problems. Key elements of the program include daily 90-minute reading classes, in which students are grouped by performance regardless of their age. Students with learning difficulties are provided with one-day individualized training. The first year includes a curriculum that focuses on language development and phonemic awareness. The second year involves learning activities that take place in teams or pairs.
Positive action . Teaches children to positive and constructive thinking about themselves and relevant actions towards other people using methods such as discussions, role-playing and non-role-playing. The program uses newsletters, brochures and songs as educational material.
Myths and ineffective methods
Myths
Neuroscience revealed a number of common misconceptions that are not supported by evidence:
- the belief that students have learning styles (usually visual, auditory, or kinesthetic);
- that pupils have a dominant left or right hemisphere ;
- that there are such critical periods of school age when certain training is required.
Other myths:
- the conviction that students need to have water on the table to maintain water-salt balance;
- that special diets or foods (rather than a balanced diet) can improve learning;
- that neuro-linguistic programming can help learning;
- that the beginning of the school day should be postponed, as teenagers fall asleep late and wake up late.
Ineffective Methods
John Hattie showed that many of the measures approved by the governments of many countries of the world have low efficiency at high costs.
Among such measures are grouping of students based on intelligence, e-learning or passive assistants (who sit next to the students and help them in class).
Although this may have a positive effect, the size of this effect is about 0.2 — about the same improvement that can be achieved by partially using some of the ten best methods, such as feedback or collaborative learning.
Notes
- ↑ Petty, G. Evidence based teaching Cheltenham: Nelson Thornes. - 2006.
- Tie Hattie, J. Visible Learning Oxford: Routledge. - 2003.
- ↑ Marzano, R. Classroom Instruction that Works Alexandria. - 2001.
- ↑ WWC | Find What Works! ies.ed.gov. The appeal date is April 13, 2017.