Frequently Asked Questions
Why should I use Evidence-Based Learning in my classroom?
If you’re looking for a way to improve learning in your classroom then look no further than using our evidence-based learning (EBL) lessons. By basing learning on research, you can ensure that your teaching methods are effective and efficient and more importantly, have been proven to deliver. Additionally, using evidence-based learning strategies will meet the needs of ALL of your pupils which will create a positive classroom environment and as an added bonus because it is inclusive it will even make classroom management easier.
Am I using the latest research and teaching practices?
Don’t just take our word for it, try downloading an evidence-based lesson from our website and incorporating evidence-based practices into your classroom and see the positive impact it has on pupils’ achievement and on your own professional development. As another bonus you will save hours of preparation time as all our lessons are ready to use and require no preparation. To use an over-worked cliché it is a win-win (or a woof-woof) situation.
How will my pupils benefit from me using EBL lessons?
Our lessons have taken the umbrella term of “evidence-based learning” and turned it into eight concrete skills. These eight skills together are 21st-century learning skills that every pupil needs.
Therefore, the most important learning benefit for your pupils of using ready-made English lessons with evidence-based learning skills embedded in them is the development of these eight 21st-century skills.
These eight EBL skills are essential for success in today’s world. They equip pupils with the ability to think critically, learn with and from each other; and to take ownership of their own learning by identifying their strengths and weaknesses and setting goals for improvement.
By providing opportunities for pupils to develop and practice EBL skills, you are not only improving their English skills but also equipping them with the tools needed to be successful and to maximise learning outcomes.
What is Evidence-Based Learning in a nutshell?
Enhancing teaching and learning by using those ideas that have been proven by research to maximise learning.
What is Evidence-Based Learning and Teaching?
Evidence-based teaching and learning is based on the principle that teachers should use research to make informed decisions with regards to learning.
What does Google say Evidence-Based Learning is?
Evidence-based learning and teaching is a way to conceptualise how to take decisions to improve learning and teaching based on concrete evidence provided by either scientific literature and experimentation or by data and information collected through various processes.
What does OpenAI’s chatGPT say Evidence-Based Learning is?
Evidence-based learning is a method of teaching and learning that is grounded in research and data. It involves using the best available evidence to inform educational decisions and practices rather than relying on tradition or intuition. This may include using research studies data analysis and other forms of evidence to guide curriculum development lesson planning and assessment.
The goal of evidence-based learning is to improve student outcomes by using methods that have been shown to be effective through research.
Will Evidence-Based Learning skills be difficult for me to introduce in my classroom?
No, if you look at the 8 EBL skills that have been proven to improve learning in your classroom you will be familiar with most, if not all, of them. We have also provided over 200 complete lessons that can be used instantly without any additional preparation needed to help you. This will save you a huge amount of valuable time.
Our lessons can also be used as EBL templates and the EBL skills in them easily transferred and integrated into your own resources.
Do all 8 EBL skills have to be used in every lesson?
Learning will be improved in your classroom if you introduce evidence-based learning in general. Learning will be maximised in your classroom if you introduce the 8 EBL skills proven by research to work and which we have embedded in 200 KS2 English lessons. However, these skills are not mutually exclusive and can be used in a variety of different combinations depending on the intended learning outcome.
Therefore, each of our lessons usually has between 3 – 5 EBL skills embedded in it. However, it is possible to focus on just one skill at time or all eight skills at once. It is entirely dependent of matching the learning needs of your pupils with the resources available.
Are Evidence-Based Learning skills suitable for every pupil in my class?
Learning will be improved in your classroom if you introduce evidence-based learning in general. Learning will be maximised in your classroom if you introduce the 8 EBL skills proven by research to work and which we have embedded in 200 KS2 English lessons. However, these skills are not mutually exclusive and can be used in a variety of different combinations depending on the intended learning outcome.
Therefore, each of our lessons usually has between 3 – 5 EBL skills embedded in it. However, it is possible to focus on just one skill at time or all eight skills at once. It is entirely dependent of matching the learning needs of your pupils with the resources available.
Do the 8 Evidence-Based Learning skills have to be used in any particular order?
No, it is not necessary to use the 8 EBL skills in any particular order Although collaborative skills is a natural starting point and is the foundation skill through which most of the other skills can be more easily acquired. Similarly independent learning is the natural end point. All the other skills in between these two can be used, and acquired, in any order and in any combination.
Research does tend to support using peer assessment (EBL skill 4) before self-assessment (EBL skill 5). Also metacognition (EBL skill 6) at its simplest can simply involve a pupil in recognising what they found easy and what they found difficult whereas thinking skills (EBL skill 2) can involve a pupil using the advanced cognitive skills such as critical thinking needed to carry out a task. But, generally, the use of particular skills will be governed by the suitability of the available resources and the intended learning outcomes.
Are Evidence-Based Learning skills only useful for KS2 English?
No. The eight EBL skills represent the epitome of learning. Not only will using them enable pupils to maximise their thinking and learning they are also applicable and transferable to every subject at KS2 and, even more impressive, they are life-long learning skills.
Why have simple stories such as Red Riding Hood been included?
The more difficult (and less familiar) a story e.g. Gulliver’s Travels, the more cognitive demands that story makes on pupils and the less cognitive resources are available to explore other aspects of the learning.
Similarly, the easier (and more familiar) the story e.g. Red Riding Hood, Goldilocks etc then the fewer cognitive demands that story makes and the more cognitive resources are available to enable pupils to explore more interesting and complex ideas such as parody or seeing the story from an alternative viewpoint.
In a nutshell, using simple stories such as traditional ones safeguards against cognitive overload (which can cause pupils to switch-off). Unfamiliar stories can present a barrier to learning whereas familiar stories present no such barrier.
How has Evidence-Based Teaching been addressed?
The more difficult (and less familiar) a story e.g. Gulliver’s Travels, the more cognitive demands that story makes on pupils and the less cognitive resources are available to explore other aspects of the learning.
Similarly, the easier (and more familiar) the story e.g. Red Riding Hood, Goldilocks etc then the fewer cognitive demands that story makes and the more cognitive resources are available to enable pupils to explore more interesting and complex ideas such as parody or seeing the story from an alternative viewpoint.
In a nutshell, using simple stories such as traditional ones safeguards against cognitive overload (which can cause pupils to switch-off). Unfamiliar stories can present a barrier to learning whereas familiar stories present no such barrier.
Some popular lessons are…
If I decide to introduce EBL lessons in my school what support is available?
We’re a very small team but we are more than happy for you to contact Phil personally for any help you might need: email: phil@evidencebasedlearning.co.uk, text or call: 07544-395899
