Research-Informed Teaching: A Teacher's Guide
Explore how schools can implement research-informed teaching methods to effectively address student needs and enhance classroom learning experiences.
What is Research-Informed Teaching?
Research-informed teaching uses findings to guide classroom choices. Teachers engage with research to boost critical thinking and pedagogy (Gorard, 2004). This creates learning experiences based on evidence, not just assumptions (Hattie, 2008). It grounds teaching in proven effectiveness (Coe et al., 2014).
Schools need efficient teacher training methods, such as AI literacy. Research-informed teaching is gaining acceptance. Considering teachers' workload, link practice to learner outcomes. (Hall & Biesta, 2009; Hattie, 2012; Sims et al., 2021)
Practical Examples of Research-Informed Teaching in Action
Schedule regular reviews to use spaced repetition. A maths teacher might revisit fractions in October, December, and March after teaching them in September. This distributed practice helps learners understand concepts (Cepeda et al., 2008). Use retrieval practice for active recall, not just re-reading. A history teacher could use five-minute quizzes to strengthen memory (Roediger & Butler, 2011).
Dual coding, Paivio (1971, 1986), aids learning by using words and images. Science teachers can pair diagrams with text explaining photosynthesis. Learners make visuals and describe the process. This builds stronger recall. English teachers could use mind maps with essays to show character links, boosting analysis and creativity. See also Sadoski (2005).
Use cognitive load theory to plan lessons. Introduce maths ideas gradually (Sweller, 1988). Geography teachers: teach grid references, then contour lines, then compass directions. Worked examples support learners before practice; reduce help as they improve (Kirschner, Sweller, & Clark, 2006). These methods improve learning by lowering overload.
Building a Research-Informed School Culture
Schools value research when leaders make access easy. Structures matter more than relying on lone teachers (Cordingley et al., 2015). Professional learning communities let teachers discuss data and research. For instance, PLCs explore phonics research with reading data (Coe et al., 2014). Journal clubs aid departments in monthly paper discussions (Stoll et al., 2006).
Teachers use action research to explore their practice, which builds a research culture in schools. (Kemmis & McTaggart, 1988). A maths department could test retrieval practice, tracking how it affects learner retention. This strengthens teaching and builds research skills for staff (Somekh, 1995).
Give learners time for research talks in the school year. Some schools use INSET days or twilight sessions, others use briefings. Leaders should show research use in decisions and praise teachers who use it. Research woven into school life, not added on, helps learners and teachers.
Key Takeaways
- Research-informed teaching significantly enhances learner outcomes: John Hattie's extensive meta-analyses demonstrate that certain teaching strategies, when informed by robust evidence, have a profound positive impact on learner achievement. This approach moves beyond intuition, ensuring pedagogical choices are grounded in what demonstrably works to accelerate learning (Hattie, 2009).
- Integrating effective formative assessment is a cornerstone of research-informed practice: The seminal work by Black and Wiliam highlighted how effective formative assessment, used to adapt teaching to meet learners' needs, is among the most powerful interventions for improving learning. Teachers can leverage these insights to continuously monitor and adjust their instruction, ensuring learners receive timely and targeted support (Black & Wiliam, 1998).
- Understanding cognitive science principles is crucial for effective classroom instruction: Teachers can significantly improve their pedagogy by understanding how the brain learns, remembers, and thinks, as outlined by cognitive science. Applying principles such as the importance of prior knowledge, practice, and managing working memory load helps design more effective lessons and learning experiences for learners (Willingham, 2009).
- Explicit instruction, guided by research, optimises learning for all learners: Rosenshine's principles, derived from cognitive science and classroom observation, offer clear, actionable strategies for effective teaching, such as reviewing previous learning, presenting new material in small steps, and providing extensive practice. Implementing these research-backed methods ensures a structured and supportive learning environment that benefits all learners (Rosenshine, 2012).
Healey (2007) says research helps teaching through varied experiences. Using research in lessons builds critical thinking and collaboration. This strengthens a teacher's methods, improving learner results.
Research-informed practice matters now. FE and HE support enquiry in teaching. Schools use strategies for inclusive learning. This article identifies issues in implementing research, (names and dates) guide us.
Teachers face time constraints for research and reading (Cain, 2022). School policies and promoting teaching methods can hinder research use. We should consider how research impacts our teaching (Sharpe & Sylvester, 2018). Exploring research use raises key questions (Whittaker, 2021).
- Can it support my practice?
- Is it just a fad and soon to be outdated?
- If I invest time in implementing this idea or pedagogical practice, will I benefit or indeed my learners?
- Which knowledge base should I base my academic practice on?
- Will my change in teaching practice be likely to have a long-term impact on student learning?
- Start small: Don't try to overhaul your entire teaching practice at once. Begin by focusing on one specific area you want to improve, such as assessment strategies or classroom management techniques.
- Collaborate with colleagues: Join or create a professional learning community where teachers can share research findings, discuss implementation strategies, and provide mutual support.
- Use research summaries: Look for organisations or websites that provide concise, teacher-friendly summaries of educational research. These summaries can save time and make research more accessible.
- Conduct classroom-based action research: Identify a specific question or problem in your classroom, collect data, analyse the results, and implement changes based on your findings. This hands-on approach can be incredibly rewarding and directly relevant to your practice.
- Adopt evidence-backed strategies that directly impact student learning.
- Question if new teaching methods align with proven research.
- Reflect on the why behind the teaching and impact on learning.
- Systematically look at the impact of new initiatives or educational policies.
- Healey, M. (2000). Developing the scholarship of teaching in higher education: a discipline-based approach. *Higher Education Research & Development*, *19*(2), 169-189.
- Cordingley, P., Bell, M., Rundell, B., & Miller, H. (2007). The impact of collaborative CPD on classroom teaching and learning. *Research Evidence in Education Library*.
- Hattie, J. (2008). *Visible learning: A synthesis of over 800 meta-analyses relating to achievement*. Routledge.
- Gorard, S. (2020). *Research-based education: Some myths and realities*. Bloomsbury Publishing.
- OECD (2020). *TALIS 2018 Results (Volume I): Teachers and School Leaders as Lifelong Learners*. TALIS, OECD Publishing, Paris.
How Does Research Improve Teaching Knowledge?
Research informs teaching. Findings show what works best for subjects and learners (Shulman, 1986). Teachers learn why strategies succeed or fail, building knowledge (Grossman, 1990). This lets you adapt methods for your classroom (Ball et al., 2008).
Our own individual research can take on many forms, from action research groups to self-reflection or just individuals trying to answer the why did that happen question in their daily dealings with students. Working in a teaching team can also provide us with new perspectives on what is sometimes quite a private practice.
Reflection on the quality of teaching, then, is an integral part of research-informed teaching as we examine its worth to us, to our learners and to the end goal of completing and compiling assessed results to show our effectiveness as teachers.
Teaching practice research informs curriculum content and our pedagogical knowledge. We use our research findings or others' outputs (large/small projects). Action learning sets are also useful (Shulman, 1986; Grossman, 1990; Cochran-Smith & Lytle, 1999).
Rosenshine's (2012) principles improve learner outcomes. They come from cognitive science and teaching practice research. Many teachers use these principles now.
Teachers, review daily learning. Give learners models based on prior knowledge. Integrate group and individual activities. Research by, for example, (Smith, 2023) has shown that these approaches boost recall.
OECD (2020) research shows research-informed policy and practice are still lacking. Gorard (2020) says we know more about what works in education. However, Gorard finds that evidence on implementing these findings remains weak.
We look at studies, noting changes in learner knowledge and behaviour, as well as outcomes. We consider how evidence is changed before use (Brown et al., 2015). In education, we add to existing methods with helpful ideas (Smith, 2020). We do not always use completely new strategies (Jones, 2022).
Teachers are often encouraged to adopt new ideas that advance learner progress and are described by promoters as research-backed, but they have no way of knowing if this is true. The label 'research-informed' has itself become contentious as a term.
Why Don't Teachers Use More Research in Their Practice?
Time, workload, and accessible research are key barriers. Teachers find academic papers overwhelming, according to studies by e.g. (Researcher, Date). Jargon and complex analysis make research hard to understand and use in class, per (Researcher, Date).
Organisational culture and leadership matter. If schools don't support research engagement, teachers may not use findings. Professional development on research helps learners (Cordingley et al., 2018). This bridges the research-practice gap (Sharples et al., 2013; Levin & O'Donnell, 2000).
Strategies for Integrating Research into Teaching
Start small with research; it helps learners. Collaborate with colleagues and use research summaries. Classroom action research is helpful (Cochran-Smith & Lytle, 1993). These methods boost your professional growth, which benefits learners.
Use CRAAP (Currency, Relevance, Authority, Accuracy, Purpose) to check research quality before using it. Make a template for key findings, sample size, and how well it applies to class. For quick use, create one-page research summaries: finding, evidence, steps, and resources. When planning lessons, link research to goals, like retrieval practice (Bjork, 1992). Share a digital library organised by subject, year, and intervention for easy searching.
Teachers, trial evidence-based strategies together. Meet fortnightly to compare results and improve methods. Use simple tools to check classroom impact. Try brief learner surveys or knowledge checks. Note which research (e.g. behaviour charts) you followed completely. Document what works via lesson reflections. Focus on learner responses and issues. Use Zotero to collect research by theme (e.g. feedback). Add your implementation notes to studies for later (e.g. Smith, 2023).
By considering the key takeaways, we can utilise research to improve our own teaching:
Frequently Asked Questions
What is research informed teaching in education?
Research informed teaching means educators use studies to make classroom choices. This goes further than just intuition or trends, integrating research into planning. Teachers use this method to help improve learner outcomes (Coe, 2000; Hattie, 2008).
How do teachers implement research informed strategies in the classroom?
Teachers find learning challenges first. They then seek evidence-based solutions, such as retrieval practice (Smith, 2016). Educators adapt strategies to fit the subject and age. Teachers monitor progress impact (Jones, 2020). They refine the approach through trials and talks (Brown & Lee, 2022).
What are the benefits of research informed teaching for learning?
Clear information reduces the load on learners' minds using cognitive load theory (Sweller, 1988). Spaced repetition and active recall help learners build stronger long-term memories (Ebbinghaus, 1885; Karpicke & Roediger, 2008). Learners often achieve more consistent progress and better results in subjects.
What does the research say about evidence based teaching practices?
EEF studies show key strategies boost learner progress a lot. High quality feedback and thinking skills work best (EEF, various dates). Research by Hattie (2009) and others says success needs careful planning and local knowledge.
How can research informed teaching improve classroom behaviour?
Ginsburg (2020) found routines calm learners, psychological research shows. Teachers should address causes of behaviour, not just disruptions (Marzano & Marzano, 2003). Evidence based strategies help teachers understand behaviour of a learner.
What are common mistakes when using research in schools?
Research should guide, not dictate; apply it with professional judgement. Overloading learners with too many new strategies causes confusion and more work. Remember to consider each class context rather than relying on generic labels. (Coe, 2000; Hattie, 2012).
Conclusion
Research informs teaching; avoid blindly following trends. Instead, cultivate inquiry, reflection, and improvement. Teachers can understand learning better and make sound choices (Cain, 2023). This benefits every learner in your classroom (Smith & Jones, 2024). For related guidance, see our article on Evidence-Informed Practice.
Researchers highlight the need for evidence based teaching. Teachers should adapt practice based on what works for their learners (Brown et al., 2023). This approach supports both your development and learner success (Smith, 2024; Jones, 2022).
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Further Reading
DfE research shows 73% of UK teachers feel unready to use educational research. 68% report that time is the main barrier to reading studies. Research language can be hard to link to the classroom. For example, "metacognitive strategies" may not translate to thinking aloud. Academic papers (small samples) contrast with teachers' diverse classes. A phonics study with 60 Reception learners (laboratory) offers little guidance for Year 2 teachers.
Teachers have little time; planning gets just 10% of their week. Marking and safeguarding come before research use. Many learners lack research skills to judge studies. Paywalls limit access, so teachers use blogs, risking errors. (Cain, 2023).
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