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Nobody knows more about students’ learning needs than their teachers and educators. So how should teachers and educators respond to research evidence about effective practice that is broad and does not appear to take account of contextual factors?

The Currency, Relevance, Authority, Accuracy and Purpose (CRAAP) test helps you to evaluate non-academic sources of evidence, such as a webpage.

A tool to help you use evidence to make decisions about a new or existing practice or program based on AERO’s standards of evidence.

ECEC services often have cultures of sharing and discussing evidence, but less support is available for early childhood educators to actively change their practice based on evidence.  

Schools and services often have cultures of sharing and discussing evidence, but less support exists for practitioners to actively change their practice based on evidence.

Our national survey has found that Australian schools often have cultures of sharing and discussing evidence, but less support is available for teachers to actively change their practice based on evidence.

See how the Year 1 teachers at Loxton Primary School use explicit instruction in their classroom.

This rubric outlines a set of capabilities to do with the evidence-based practice of explicit instruction.

In formative assessment, you gather and interpret information about student learning as it is happening in your classroom. It helps you to adapt your teaching to meet student needs. 

There is broad consensus in the research community that certain practices such as formative assessment and explicit instruction improve student outcomes. But these practices are often complex and hard to implement, involving many different elements.

Evidence-based intentional teaching can help educators and teachers progress and support children’s learning. It is also important for educators and teachers to incorporate the intentionality of children and their families into their planning for children’s learning.