The evidence-based teaching

The evidence-based teaching

The evidence-based teaching incorporates the usage of evidence to ensure that; it establishes where the learners concern their learning, a decision on the most appropriate teaching strategies or interventions, monitoring of the learners’ progress, and evaluation of the teaching efficiency. The term evidence-based traces its roots from the educational word-hoard with its ethical reasoning being the improvement of the learners’ learning and educational outcomes depending on the broader usage of the reliable evidence in the classroom practice.

The multi lit program is composed of an evidenced-based, efficient, and cost-effective early literacy program, which is more of a practical, explicit, systematic, and dynamic model for teaching reading skills. That comprises of high qualified development workshop accompanied by a comprehensive kit that has the resources required in the implementation of the program.

The multlit main target is the bottom twenty percent of the students, mainly focused on the year one reader who is struggling, but may also incorporate with risk the kindergarten or other struggling year two students. The students are categorized into groups mostly of four students per group within a responsive intervening framework.

Basic features

It is composed of up to eighty lessons that are expected to be delivered in a duration of 4-5 time weekly, with a placement test which is an indicator of the ideal starting point within the program for each student following criteria that are availed on the grouping of students relating to instructional standards. Along with the application, there is the administration of regular assessments

Every lesson is comprised of three key components inclusive of;

Storybook reading

Sounds and word activities

Text reading

Regarding the text reading perspective, the multlit program has made publication consisting of two sets of sixty phonic readers for the children at the foundation or year one. The decodable readers can provide readers with the practice in working on words that are connected to text using their phonetic knowledge.

Some of the principles for instructional skills that are widely applied provided they are established and applicable in the particular ways for the learning needs inclusive of the general learning competency and cognitive establishment. The skills are inclusive of management of the learning environment, the teaching of the subject matter content using learning trajectories, application of tiered intervention approaches, applying a variety of instructional methods, enacting interdisciplinary approaches to the instruction, and making sure there is follow up and continuity. Through these skills, educators have raised expectations of all the learners in terms of development and early learning.

The debate on visible teaching and visible learning

The main idea is to establish the impact where Hattie argues that expert teachers are not encrypted to particular ideas but are focused on the evaluation of the effects they pose on their learners and adjustment to the teaching techniques respectively. The visible learning model comprises the teacher seeing the learning within the eyes of the learners, with the students valuing teaching as significant to their ongoing education. If learning becomes visible to the students, it easien the problem on how to do something and the skills applicable to do it.

Critical factors for efficient teaching

Evaluation of the effectiveness of their education on the students learning

Talking about the students learning and not on how the teachers teach

Seeing the assessment as feedback concerning their impact

Engagement of dialogue and not a monologue with the students

Enjoying the challenge and engaging the students in the challenge

Development of positive interactions with the students as a way of fostering active learning

Educating the learners on the value of concentrating, perseverance, or deliberate practice.

The development of a literacy action plan is a significant way of improving student performance and achievement. With an efficient method comprising of data addressing the students’ needs on Performance and the requirements or expectations within the school. The plan is relevant in the creation of guidelines and increment of the learners’ writing, reading, or thinking skills. With its primary focus being

Emphasizing on literacy establishment within the key areas

Literacy intervening for the struggling readers and writers

School structures, customs, and policies that support literacy

Enabling leadership capability or

Helping teachers improve their instructions.

Research indicates that most of the efficient programs of reading instructions for students with low progress are comprised of intensive explicit or systematic instruction based in three main areas

Phonics

Sight words recognition

Supported book reading

Word skills

When teaching the learners that have difficulties with learning on becoming independent readers, the introduction and teaching of phonic word attack skills is a practical aspect of any intervening literacy plan. The skills are helpful to the students for decoding of text through the association of sounds together with letters and a group of letters. The major components in the word attack skills include fluency, accuracy, or spelling.

Sight words

The primary focus of sight words is to enhance the low progress readers who had previous exposure to the text and success in reading the access text faster. The knowledge of the most appearing words gives the poor readers access to the version they face without the need to rely on the decoding of the skills they have not mastered yet.

The multi lit program of teaching execution is one of the best strategies adopted by the curriculum in ensuring that the understanding of the students is enhanced broadly. By providing the application of all the means available to ensure that, the students are in a position to understand the context, despite the speed and time taken for them to understand the content.