Evidence Based Instruction

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Evidence-based instruction includes reliable and valuable data obtained from your classroom. When you apply basil tests, unit tests, exit slips, and acuity assessments you need to collect the data from your classroom to organize your classroom groups. You should also use this data to decide who needs AIS or tiered interventions for certain areas. Instructional practices include the previously mentioned assessments. Pretests for all units of instruction can also help you understand what your students already know and who is weak in certain areas. For example, a unit on main idea and details using passages can be difficult for some students. Running records will help to determine what reading level your students are on. From this data, you are able to place your students into their reading groups. After they are in their reading groups, you can determine from their acuity pre-tests, which skills that your students are weaker in. It’s also about finding out which students can be enriched as well. Making these groups can guide your instruction for the unit. You can place students who are low readers and have trouble finding the main idea in one group, give them an activity where they are given the main idea (so they become familiar with main idea) and one or two details and have them find a few more on their own with guidance from the teacher. If it is an ICT class, the special education teacher can work with this group. Another group may be given the main idea and have to find all details, and the higher readers may have to find both the main idea and the supporting details. Using these activities can help you to see who understands the lesson as it is going on, as well as who may need extra support. Quizzes, tests, post acuity tests can also provide much data driven evidence to support your completion of the lesson and if your students have mastered the skill.
Researched-based instruction includes researching which techniques work for which students.

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