EVIDENCE-BASED TEACHING 2ND EDN

I think sometimes that "old lag teachers" tend to get into a... (I don't want to say it, but I will) rut. They've been teaching a while, and have found what works for them in the past, and stick to approaches they feel most comfortable with, irrespective of whether the approach they use gives the "biggest bang for their buck" in the classroom.The bottom line in teaching is improving future prospects for students. Improving results can help that. This book gives the teacher a variety of options. It says effectively "If you do x, it will improve results by y%, if done well, and here's why..." This gives the teacher options in the limited time that he or she sees students each week, and allows the teacher to have alternatives to what she or he does at the moment.I've read in reviews that people don't like the "why it works" explanation of new teaching approaches, and that's ok (it's psychological, and can be viewed as much art, as science), if you buy the Science behind x improves results by y%, then there's still no reason not to give something a whirl in your classroom.The other grumble I've read is that people don't believe the Science. That's understandable too, and if you don't like the idea that x causes a y% increase, don't buy the book.

Petty is a god! Love this book. On 2nd year of part time PGCE and all i can say is i wish I'd had this book sooner. Great tool for trainee and teachers alike! His other book is a must too! A bible for all teachers.

Borrow this from the library at the beginning of term and see how great it is, then ask for a copy for Christmas. Really helpful for writing lesson rationales and reflections.

It seems that I have been waiting my whole career for this book. I have been teaching for 30 years and was reassured that much of what I do is recommended in the book. After all the educational fashions and fads over the years it is such a relief that teaching is finally catching up with medicine and science and actually using evidence to establish what works. I find the book accessible and its recommendations very practical. I discovered it via the Evidence-based teachers' network website [...].

The book as opened new ways of thinking about learning and how to make my students the best learners possible. Having read it from cover to cover I find myself continually dipping into it time and again. T has made my students better independent learners; they not only know the shape of the spoon, but how to design it too!

Haven't read it cover to cover but have encountered his work before and read some excerpts and this will be a good reference source for on-going use.

this book has a few theories that have been applied in experience within the educational sector. I am really pleased to letting you know that this book gives you a lot of valuable information.

Nice item recipient was pleased.

This is tough to admit, but even though I've got 3 degrees and over 20 years professional experience in my industry and have been teaching at university level for the past 5 years, this book made me realise what I have been missing out on. In a nutshell, the book identifies the teaching methods that are proven to have the greatest effect, and offers a range of practical ways to apply these to all forms of teaching. It will surprise and inspire you. If you teach, anything, anywhere, do yourself a favour and get hold of this book.

If I had to give faculty/instructors one book to read to help them with their teaching, it just might be this one. It's a bit weak on explaining how students learn (but there is the free book How People Learn for that), but it does have a section on that in the beginning. It's main strength is the list of practical strategies and examples, along with some evidence for the potential impact. Two other weaknesses: it doesn't cover "whole course" design/redesign strategies and techniques, like backward design, peer instruction, inquiry learning/POGIL (the latter two of which have strong evidence for improving student learning and have a lot of supporting materials and videos to help faculty learn how to use them). A second weakness is that I would rely so heavily on the meta-analysis numbers (effect sizes). There are a huge number of issues to consider when interpreting those numbers: what age range was studied, what topic is being learned, what are the student characteristics, how is learning being measured, etc. It (over-)generalizes results across very diverse learning scenarios. An example: problem-based learning is a research-based technique for teaching that leads to significantly increased transfer of learning, higher order thinking, empathy, etc. However, if you only measure it's benefits in terms of increased rote memorization and recall (like most of the studies in the meta-analysis), the benefits are tiny. However, the meta-analysis effect sizes at least are a start and give instructors something to start with.

This book gives a comprehensive overview of EBT. Geoff Petty has a knack to explain things in simple English.Well worth purchasing.