What Does It Mean to Use Evidence-Based Practices in Teaching?

If you’ve spent time in education circles, you’ve probably heard the phrase “evidence-based practices” (EBPs). Teachers, schools, and even curriculum companies often say they use them for reading, writing, or math instruction. But what does that really mean?

Evidence-Based vs. Just “Best Practices”

At its core, an evidence-based practice is one that has been proven effective through research. That means it’s not just a method teachers like, a trend on social media, or a tradition passed down in schools—it’s something backed by solid, scientific evidence showing it helps students learn.

By contrast, a “best practice” might simply mean a lot of teachers believe it works. While professional wisdom matters, evidence-based practices go a step further by being validated in multiple studies, across different groups of students, and in real classrooms.

What Makes a Practice Evidence-Based?

1. Grounded in Research

   • EBPs come from high-quality studies such as randomized controlled trials or large-scale reviews.

   • For example, in reading instruction, decades of studies show that systematic phonics is highly effective for helping students learn to decode words.

2. Replicated and Reliable

   • An EBP isn’t based on a single experiment. Instead, it’s something researchers have tested and confirmed works across different settings, populations, and grade levels.

3. Connected to Trusted Sources

   • Many EBPs are identified in reports and frameworks like the National Reading Panel (2000), the What Works Clearinghouse, or guides from the Institute of Education Sciences (IES).

   • 
     

Examples in Reading, Writing, and Math

• Reading: Teaching phonemic awareness, phonics, fluency practice, vocabulary development, and comprehension strategies.

• Writing: Guiding students through the writing process (planning, drafting, revising), sentence-construction lessons, and summarization strategies.

• Math: Explicit problem-solving instruction, using visual models (like number lines or bar diagrams), and systematic practice with feedback.

• 
  

Evidence-Based Practices for Executive Function Skills

Academic success doesn’t depend on content knowledge alone—students also need strong executive function (EF) skills like organization, planning, self-monitoring, and time management. Research has shown that EF skills can be taught and strengthened through targeted, evidence-based strategies such as:

• Explicit strategy instruction: Teaching students how to use checklists, planners, or graphic organizers to break down tasks.

• Goal setting and self-monitoring: Helping students set specific, achievable goals and reflect on their progress.

• Time management techniques: Evidence supports structured approaches like the Pomodoro Technique or chunking work into smaller, timed intervals.

• Metacognitive reflection: Guiding students to think about their own thinking, which improves flexibility and problem-solving.

  
  

When schools and tutors use evidence-based supports for executive function, they’re equipping students not just to learn reading, writing, or math—but also to manage their workload, stay focused, and build the independent learning habits they’ll need long term.

Why Evidence Matters

Students deserve more than “what’s always been done.” Using evidence-based practices ensures we’re not guessing—we’re giving them approaches that data shows actually improve learning outcomes.

For schools and families, this also means transparency: you can feel confident that the methods being used aren’t just fads, but proven tools designed to set students up for success.