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Implementing Evidence-Based Instructional Practices (EBIPs) in the New Year: Part 1
Evidence-based instructional practices have a base of evidence, usually through formal studies and research, to show they are effective at producing results and improving student outcomes when implemented. The new year is a great time to revisit these practices to help maximize student learning during the most productive time of the year.
This week, we highlight the first three of six EBIPs the Kentucky Department of Education's standards team selected based on John Hattie’s research:
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EBIP 1: Establishing the Learning Environment – The new year is the perfect time to re-establish the learning environment and reconnect with the whole learning community.
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EBIP 2: Clarifying and Sharing Clear Learning Goals – According to neuroscience, when students have clarity of the learning goal, relevance and the criteria for success, it positively impacts student motivation and their ability to organize and focus their efforts, which leads to increased academic performance.
- EBIP 3: Explicit Teaching and Modeling – Explicit teaching is a system of step-by-step instructional approaches in which teachers examine the individual elements they are planning to teach and continually check for student understanding.
A general introduction to EBIPs is available in addition to an overview, facilitation considerations and content-area specific documents for each EBIP on the Evidence-Based Instructional Practices webpage on KYstandards.org.
 Focus on Formative Assessment
Implementing the formative assessment cycle helps teachers ensure that students are meeting learning goals and is especially important at this time of the year. Establishing learning goals and success criteria is an essential entry point for the formative assessment process. These learning goals and success criteria should guide the design of strategies to elicit evidence of student learning, which can then be interpreted and acted upon.
Module 2 of the Balanced Assessment Professional Learning Modules focuses on understanding formative assessment. The module provides a facilitator’s guide, a PowerPoint and a teacher collaboration activity, which can be implemented during professional learning communities or teachers can review on their own.
Modules 3 through 6 dig deeper into each step of the process and provide specific guidance for acting on evidence of student learning in the content areas of mathematics, science, reading and writing, and social studies.
Standards Newsletter Archive
Did you miss last week's Standards Newsletter? You can access all previous editions of the newsletter on the Standards Newsletter Archive webpage.
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