Based on the provided reference, the concept described indicates that teaching, as a complex, situated professional practice, draws on a range of evidence and professional judgment, rather than being based on a particular form of evidence. The reference refers to this concept as evidence-informed teaching, or EIT.
Understanding Evidence-Informed Practice in Education
While the question asks about "learning," the provided reference specifically defines a concept related to "teaching." It clarifies that the term (which it then names EIT) is used to describe an approach to teaching.
This approach recognizes that effective practice isn't based on following a single piece of research or one type of data. Instead, it's a nuanced process.
Evidence-Informed Teaching (EIT) Explained
According to the reference, evidence-informed teaching is characterized by:
- Drawing on a Range of Evidence: This means educators look at various sources of information, not just one. This could include academic research, data from their own classroom (like assessment results or observations), feedback from students and colleagues, and understanding the specific context of their school and community.
- Utilizing Professional Judgment: Evidence doesn't provide a one-size-fits-all answer. Teachers use their expertise, experience, and understanding of their students to interpret the evidence and decide the best course of action in their specific situation.
- Recognizing Teaching as Complex and Situated: Effective teaching isn't mechanical; it happens in dynamic, unique environments (classrooms, schools). The "situated" aspect means that what works in one context might need adaptation in another.
This differs from approaches that might rely solely on a single research study ("evidence-based" in a narrow sense) or only on traditional practices and personal experience.
Why is Drawing on Diverse Evidence and Judgment Important?
Using a range of evidence combined with professional judgment allows educators to:
- Be Responsive: Adapt strategies based on real-time student needs and classroom dynamics.
- Increase Relevance: Apply broader research findings effectively within their specific context.
- Promote Flexibility: Make informed decisions when faced with novel or complex situations not directly addressed by a single piece of evidence.
Here's a simple way to look at the components:
- Evidence: Provides insights into what might work.
- Judgment: Determines how and if it will work for these students, here, now.
| Approach | Primary Basis | Flexibility & Context |
|---|---|---|
| Evidence-Informed Teaching | Range of evidence + Judgment | High |
| Purely Research-Based | Strongest research findings only | Moderate |
| Experience-Based | Personal and collective experience | Variable |
Practical Insights
Evidence-informed practice in education could look like:
- An English teacher reading research on effective literacy strategies, analyzing their students' writing samples, discussing challenges with colleagues, and then deciding to implement a specific feedback technique, modifying it based on student responses observed in class.
- A school using assessment data to identify areas where students are struggling, consulting academic research on interventions for those areas, considering the available resources and teacher expertise, and then implementing a tailored support program.
- A teacher observing that a particular teaching method isn't engaging a specific group of students, recalling relevant educational psychology principles, seeking out alternative strategies supported by evidence, and then adapting their lesson plan using their knowledge of the students' interests.
In essence, evidence-informed teaching is about making the most informed decisions possible in the complex reality of the classroom, using all available relevant information streams, filtered through the lens of professional expertise.
