Evidence-based Creative Teaching

Evidence-Based Teaching (EBT) is essentially about designing learning experiences and conducting the practices of teaching based on validated research on how humans learn and what methods work best. The work of Hattie (Visible Learning, 2009) and Petty (Evidence-Based Teaching, 2009) are significant landmarks in establishing EBT as revolution in terms of framing professional teaching

This blog is an introduction to my recent book entitled, ‘Creative Teaching: An Evidence-Based Approach’, which can be accessed at the Springer website: http://www.springer.com/gp/book/9789812875334. I have attempted to provide a complete pedagogical framework from which motivated teaching professionals can become highly effective and creative teachers from a fully evidence-based approach, rather than philosophical paradigms that have long dominated the educational scene as far as teaching is concerned.

The 10  Core Principles of Learning summarized in this blog have been derived from an extensive review of the literature on human learning and studies on effective teaching professionals in a range of educational contexts. They are not meant to be exhaustive nor summative, and they are always mediated by the situated context in which learning occurs.

It is also important to bear in mind that while each of the principles focus attention on a key area/process relating to effective pedagogy, they are not discrete or separate in that they should be considered independently of each other. In fact, they are mutually supporting, interdependent and potentially highly synergetic. As Stigler & Hiebert (1999) highlight:

Teaching is a system. It is not a loose mixture of individual features thrown together by the teacher. It works more like a machine, with the parts operating together and reinforcing one another, driving the vehicle forward. (p.75)

As more of the principles are thoughtfully addressed in both the planning and delivery of teaching strategies, the more engaging and effective the learning experience is likely to be for students. Furthermore, as teaching professionals achieve a full understanding and fluidity in using the core principles – what I refer to as Pedagogic Literacy – it will support their own continual professional development towards becoming effective and creative designers of learning experiences.

The ability to use these Core Principles of Learning in novel and useful ways to create engaging and High Effect instructional strategies (e.g., those that have the most impact in terms of maximizing learner attainment) customized to your students groups is what I refer to as Creative Teaching Competence, which underpins Creative Teaching.

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