- HOME
- Table of Contents
- Resume
- Philosophy Statement
- 1. History of Jewish/General Education
- 2. Assessment
- 3. Curriculum
- 4. Language Development/Hebrew
- 5. Personal Development of Teachers
- 6. Collaboration/Community
- 7. Technology
- 8. Learning and Cognition
- 9. Evidence-Based Practice
- 10. Child Development
- 11. Content Knowledge
- 12. Ethics and Values
- 13. Instructional Methods
- Inspiration/Chizuk
- Post-Observation Reflections
9. Evidence-Based Practice
One value I have learned in college and graduate school is the value of research to inform and support practice. I have better learned how to access credible sources of information, to critically read and interpret studies, and to relate it to my practice.
For example:
-Students with ADHD have trouble focusing, are more active and distracted. Rather than restricting their movement, allow them more space to move- as long as they do not distract other students. Therefore, seat these students on the corners of the classroom, where they have room to move and exert their energy, and therefore be able to focus better, without distracting other students.
-“Articulation is the measure of understanding”. Studies find that those who teach, remember material much better. Peer mentoring has proven beneficial across many grades and levels. Students who are told that they will teach a fellow student will learn the material better, and will later retain it better because it was reinforced by teaching it to another. A good way for students to review material in-class is therefore to have them teach/tutor each other. This can be done by stronger students mentoring weaker ones, or even weaker students reviewing with each other, forcing them both to put in the work. In addition to the academic benefits, this also has social benefits, contributing to friendships and emotional gains, raising students’ self-esteem to see that they are capable, significant, and helpful to others.
One value I have learned in college and graduate school is the value of research to inform and support practice. I have better learned how to access credible sources of information, to critically read and interpret studies, and to relate it to my practice.
For example:
-Students with ADHD have trouble focusing, are more active and distracted. Rather than restricting their movement, allow them more space to move- as long as they do not distract other students. Therefore, seat these students on the corners of the classroom, where they have room to move and exert their energy, and therefore be able to focus better, without distracting other students.
-“Articulation is the measure of understanding”. Studies find that those who teach, remember material much better. Peer mentoring has proven beneficial across many grades and levels. Students who are told that they will teach a fellow student will learn the material better, and will later retain it better because it was reinforced by teaching it to another. A good way for students to review material in-class is therefore to have them teach/tutor each other. This can be done by stronger students mentoring weaker ones, or even weaker students reviewing with each other, forcing them both to put in the work. In addition to the academic benefits, this also has social benefits, contributing to friendships and emotional gains, raising students’ self-esteem to see that they are capable, significant, and helpful to others.