Evidence-Based Practices: The Foundation of Good Teaching

P1 – Practice intentional inquiry and planning for instruction.

This standard reflects a strong and varied knowledge base of instructional and planning practices and the intentional use of this knowledge with regards to student learning [1].

One example of this program standard is my posting on the evidence-based practices discussion board from Issues with Special Education (EDU 6658). An evidence-based practice is defined as “an instructional strategy, intervention, or teaching program that has resulted in consistent positive results when experimentally tested” (Marder & Fraser, 2012) and they are highly regarded practices to use with students with disabilities. Synthesizing the various articles provided by my peers regarding evidence-based practices really helped familiarize and deepen my understanding [2]. In particular, I liked reading articles selected by my peers that focused on the specific strategies that are considered evidence-based and how they can be implemented with fidelity for students with special needs. This demonstrates emerging competence because it reinforces my understanding regarding evidence-based practices using not only the materials presented in class but incorporating outside articles, creating a deeper level of understanding [3]. As a result of creating this evidence, I reinforced my own understanding of evidence-based practices as well as the required considerations for selecting and implementing these practices. For instance, I learned that special education teachers need to think about the appropriateness and effectiveness for a particular student’s learning outcomes of a practice. Teachers also need to consider their own abilities in terms of execution—the practice needs to capitalize on her and his strengths, interests, and experience level [4].

The implications of this evidence for student learning is significant, particularly as a future special education teacher. I want evidence-based practices to constitute a majority of the instructional strategies that I use, due to their high success rates with students with disabilities as well as strong scientific foundation [5].

One specific step I can take to increase my effectiveness in evidence-based practices is to continue to research them. I would like to purchase a book delineating various evidence-based practices and then bookmark at least five to employ in my own classroom next year [6].

Marder, T. & Fraser, D. Evidence-based practice for special educator teaching students with autism. John Hopkins School of Education. Retrieved from http://education.jhu.edu/PD/newhorizons/Journals/specialedjournal/MardenandFraser

General Inquiry, Teaching, and Assessment Methods Course Reflection

P1 – Practice intentional inquiry and planning for instruction.

This standard reflects a strong and varied knowledge base of instructional and planning practices and the intentional use of this knowledge with regards to student learning [1].

Figure 1: This artifact reflects emerging knowledge regarding intentional inquiry and instructional practice.

One example of this program standard within my General Inquiry, Teaching, and Assessment Methods course (EDU 6150) was the exploration of the “backward” approach to curriculum design. This method recommends that one take the traditional path of designing instruction—selecting activities and resources to meet standards—and reverse the idea. An instructor should start with the desired results (i.e. the goals and/or standards he or she wants the students to meet) and thus select instructional practices, curriculum, and activities that will help students reach the standard [2]. Figure 1 shows an excerpt from the Chapter 1 describing what backward design is.

Backward design is one way to practice intentional inquiry and planning for instruction. It is particularly intentional, re-framing the idea of instructional planning by focusing on the desired results and developing the lesson rather than creating a lesson and attempting to make it achieve the desired results. Knowing the desired outcome helps a teacher make better choices about what and how to teach something because the intended objective is clearer [3].

Learning the backward design was somewhat revolutionary for me. I found the process counter-intuitive, yet further reading demonstrated how incredibly effective the method is for instructional design. It distills the intention of the lesson (i.e. what standards or goals will the students achieve). Understanding my desired outcome allows me to plan with it constantly in mind, whereas selecting everything prior to the standard means that I may not have as strong of alignment between my standards and instructional methods [4].

Student learning is significantly impacted by the backward design, because it ultimately ensures that they will have the opportunity to learn everything they need to do well on the standards. If a teacher employs backward design, he or she will therefore design the lesson to meet those objectives. Designing the lesson in this fashion ensures that instructional time will be devoted to the things that the students need to know to perform well. It also allows for opportunities to re-teach and correct misconceptions [5].

When developing lesson plans in the future, I intend to use principles of backward design so that my lessons are more likely to employ instructional strategies that enhance student learning and performance. Ultimately, my goal is to be the best educator that I can be, and backward design ensures that my instructional planning reflects the practices that best help my students achieve [6].