Evidence-Based Teaching: A Practical Guide for Teachers

Key Takeaways

•  Evidence-based teaching is the process of using research to inform classroom practice and improve student outcomes.

•  It is most commonly associated with teaching techniques such as retrieval practice, spaced learning, modelling, explicit instruction, and metacognition which have been shown to boost both attainment and engagement across subjects.

• Teachers can apply evidence-based methods flexibly, adapting them to suit context, subject, and student needs.

• Reliable research can be accessed through trusted UK sources like Evidence Based Education (opens in a new tab), the Education Endowment Foundation (EEF) (opens in a new tab) and researchED (opens in a new tab)

What Is Evidence-Based Teaching?

Evidence-based teaching involves using research-based information to develop and inform strategies with the intention of improving teaching outcomes. It is about applying what has been proven to have worked as opposed to following received opinion or anecdotal evidence.

An evidence-based approach is supported by the Ofsted Education Inspection Framework (EIF) (opens in a new tab)which places emphasis on effective pedagogy, ongoing assessment and high-quality curriculum design. The Department for Education’s Standards for Teachers (opens in a new tab) also extol the use of evidence in improving teaching practice.

In short, evidence-based teaching is not a specific set of techniques or pedagogical approach. Rather, it is a mindset that values trusted evidence and critical reflection to constantly refine practice.

Why Use Evidence-Based Teaching Strategies?

The impact of evidence-based classroom practice can be transformative: 

• Improved attainment: There is strong evidence that strategies such as retrieval practice and explicit instruction raise the outcomes of students, particularly those from disadvantaged backgrounds.

• Better engagement and behaviour: The clarity and consistency of an evidence-based approach lead to more structured lessons and better motivated students.

• Professional confidence: Drawing on research leads to less error during trial-and-error which in turn reduces teacher workloads but increases their well-being. 

• School improvement: Developing a whole-school evidence-based approach can help support cross-departmental collaboration, create a shared language and ensure better alignment with inspection expectations.

What Counts as ‘Evidence’ in Education?

Evidence comes in a variety of forms, and a high degree of professional judgement is required to assess its reliability and validity.

• Meta-analyses of large-scale studies: This combines data from a number of studies and attempts to identify patterns and trends. A good example of this is John Hattie’s Visible Learning, which is a synthesis of 800 meta-analyses that are relating to achievement

• Guidance reports and systemic reviews: These summarise research and provide practical recommendations. A good example of this are the EEF Guidance Reports which cover areas as varied as leadership, literacy and learning behaviours

• School-based practitioner enquiries: Carried out by teachers investigating practice within their own schools, Typically features small-scale trials and reflection. 

• Case studies and classroom examples: Helpful for providing context but can easily veer into the anecdotal, so must be weighed against and alongside larger evidence bases. 

Sources such as the EEF (opens in a new tab), Evidence Based Education (opens in a new tab), Chartered College of Teaching (opens in a new tab) and the DfE (opens in a new tab) are trustworthy and reliable and provide evidence that is classroom ready.

Proven Teaching Strategies Backed by Evidence

Retrieval Practice

This is the process of regularly recalling information from memory to consolidate and reinforce previous learning. Low stakes mini quizzes on content and concepts learned in previous lessons have been proven to be far more effective than traditional revision techniques such as re-reading notes.

Why it works: Regular retrieval embeds knowledge and understanding in long-term memory.

In practice: Starters might take the form of short recall questions on topics that have been previously learned or past topics might be interleaved within the main tasks of a lesson. 

Spaced Practice

This is a form of retrieval practice that involves revisiting material over increasing intervals.

Why it works: Recalling information at spaced intervals is far more effective at embedding information in the long-term memory than cramming an entire course’s worth of knowledge at the end.

In practice: Cumulative quizzes or low stakes formative assessments on topics learned throughout could be used every few weeks or half term. 

Modelling and Worked Examples

This involves teachers actively demonstrating how to complete a task in a step-by-step manner whilst sharing their thinking and rationale aloud. This demonstrates what a successful attempt looks like before they embark on their own efforts.

Why it works: Modelling reduces the cognitive load for the pupil and allows them to focus on separate key-steps rather than the whole task.

In practice: Visualisers can be used to model essay paragraphs in subjects such as English and History or equations in Maths and Chemistry.

Explicit Instruction

This is the clear and overt explanation of new ideas that incorporates frequent checks of understanding and provides guided practice before students embark on independent work.

Why it works: The clarity of instructions means It is particularly effective when new concepts and ideas are introduced and when supporting SEND pupils. 

In practice: Explicitly outlining the method and rationale of something like a practical experiment in science, whilst constantly questioning understanding and comprehension, before pupils begin their own practical work. 

Metacognition and Self-Regulation

This involves teaching students how to learn and why the techniques they are using are effective - not just what to learn. 

Why it works: Understanding why they are doing what they are doing in a lesson helps pupils to plan, monitor and evaluate their own learning.

In practice: Explaining why the starter task incorporates retrieval questions and then encouraging the pupils to reflect on and evaluate how effective each task or revision technique is. 

How to Apply Evidence-Based Strategies in Your Classroom

• Start small: Only attempt one or two strategies that are a good fit for your subject or students. Embedding a couple of rounds of retrieval practice per week is a good way to start.

• Don’t go it alone: Share approaches, strategies and experiences in your department meetings.

• Plan: Identify which group will benefit most from which strategy.

• Evaluate: See what’s working by collecting simple impact data such as pupil work, assessment results or student voice.

• Refine: Adapt and amend your strategies based on that data and feedback.

Where to Find Reliable Education Research

• Education Endowment Foundation (EEF) (opens in a new tab) provides practical guidance reports, summaries and toolkits.

• Chartered College of Teaching (CCT) (opens in a new tab) provides evidence-informed teaching courses and access to research through its journal Impact.

• ResearchEd (opens in a new tab) hosts conferences and publishes blogs to help bridge the gap between the latest research and the classroom. 

• Subject associations such as the Historical Association (opens in a new tab) and the Geographical Association (opens in a new tab) provide subject specific research.

• The Department for Education publishes engaging and accessible summaries of educational research

Common Misconceptions About Evidence-Based Teaching

• “Evidence-based teaching is too rigid.” In reality, evidence-based isn’t about sticking to scripts, it is about adapting the evidence-based principles to suit the needs of their pupils.

• “Evidence-based teaching stifles creativity”. By helping to secure core knowledge, evidence-based routines actually free up lesson time for more creative approaches. There is nothing creative about cramming at the end of a module or school year!

• “Evidence-based research is for dry and dusty academics”. These strategies might be based in research, but they are designed and intended for use in everyday classrooms.

• “Evidence-based teaching creates dull lessons that all look and feel the same”. The principles of evidence-based research are applied differently depending on the context and curriculum area.

Frequently Asked Questions

What’s the difference between evidence-based and research-informed teaching?

Evidence-based teaching draws directly on the research and nothing else, whereas research-informed teaching also includes insights from the reflections and experiences of teachers.

How do I know if a teaching strategy is evidence-based?

Check the EEF guidance to see if it is supported by meta-analyses rather than anecdotal claims.

Can evidence-based strategies be adapted to my subject?

Evidence based teaching can be applied to all subjects. For example, retrieval practice can be used in Maths to recall formulas, English to recall quotations and History to recall the significant individuals of an event. 

Is evidence-based teaching required by Ofsted?

Although it is not specifically asked for, evidence-based practice provides inspectors with proof that effective pedagogy and curriculum intent are in place.

Final Thoughts

The combination of research, reflection and relevance that is evidence-based teaching is no passing trend. It is the practice of applying proven strategies thoughtfully and, by evaluating their impact, the learning of every pupil can be enhanced.

References

•  Evidence Based Education (opens in a new tab),

•  the Education Endowment Foundation (EEF) (opens in a new tab) 

• researchED (opens in a new tab)

• Ofsted Education Inspection Framework (EIF)  (opens in a new tab)

• Department for Education’s Standards for Teachers (opens in a new tab)

• DfE (opens in a new tab) 

• Chartered College of Teaching (CCT) (opens in a new tab)

• Historical Association (opens in a new tab)

• Geographical Association (opens in a new tab)