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About Evidence-based Teaching Practices
Primary Decision Maker : Rhonda Baylor
Evidence based teaching practices (EBTP) are a set of strategies that inform development of course materials to ensure that students get the most benefit out of instruction. The number and characteristics of the strategies vary by author, but almost always stress the idea of reinforcement and verification. Faculty participants in the MOERMI project will incorporate these strategies into the design of their geospatial activities.
The strategies are intuitive, and, at items, self-evident, and when reviewing them most faculty will realize that they already use them even if they are not totally familiar with their formalization.
Other EBTP Resources
From the University Nebraska at Lincoln . An alternative, though very copious and detailed description of some EBTPs.
Evidence Based Teaching Strategies
From Clemson University. A concise and practicable approach to EBTP.
Core Tenants of Success : Teaching with GIS
By Joseph Kerski, a leader in GIS education, and past president of the National Council for Geographic Education. This resource is not explicitly and Evidence Based teaching practicum, but incorporates many of the same concepts and is also useful for the extended description of GIS-related teaching concerns.
Evidence-based Teaching Practices
These strategies are based on the recommendations of the Institute for Education Science and have been modified for the MOERMI project. Because these strategies are deployed throughout a semester they will require some modification in instances where the class activities generated in this project are used in a classroom for one or two lectures only.
The idea of a "scaffold" comes from strategy 8 in the list above. The Institute for Education Science provides the following graphic to illustrate the idea: