Users can browse all the examples in the library or sort by criteria such as the subject they teach, which evidence-based practice they want to incorporate, or use cases such as:<\/p>\n
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- Course design \u2014 The process of planning and organizing the structure, content, and delivery methods of a course.<\/li>\n
- Assignment \u2014 Specific tasks or projects given to students to complete as part of their coursework.<\/li>\n
- Lesson plan \u2014 A detailed guide outlining the objectives, materials, and activities for a specific class session.<\/li>\n
- Instructional activity \u2014 Engaging exercises or tasks used to facilitate learning during a lesson.<\/li>\n
- Assessment \u2014 Methods and tools used to evaluate student learning and understanding.<\/li>\n
- Formative \u2014 Ongoing assessments aimed at providing feedback to improve student learning during the instructional process.<\/li>\n
- Summative \u2014 Evaluations conducted at the end of a unit or course to measure overall student achievement.<\/li>\n
- Equitable implementation \u2014 Strategies and practices ensuring all students have fair and equal access to learning opportunities and resources.<\/li>\n<\/ul>\n
Users of Transform Learning can also use a submission form page to offer their own examples for the instructional example library<\/a>.<\/p>\n
![\"Evidence-based](\"https:\/\/www.everylearnereverywhere.org\/wp-content\/uploads\/DETL-EBTs-Wheel-e1739565229169.png\")
Below are six examples of evidence-based practices that classroom instructors have submitted.<\/p>\nQuick online survey to assess experience and knowledge<\/h2>\n
Maria Tackett, a professor of statistical science, uses digital surveys in Qualtrics at the beginning of her statistics course to assess student experience and interests. These survey responses inform course subject matter, such as the example data sets students might look at. And the survey responses also inform how Tackett groups students into project groups as she considers their experiences and interests.<\/p>\n
This activity<\/a> promotes evidence-based practices such as assessing and activating prior knowledge, and fostering a sense of belonging.<\/p>\n
This activity is given as an example of using digital tools in ways that help students co-design a curriculum and increase relevance. In this case, the digital tool allows for a number of features not available otherwise, such as anonymous responses, easily organized voting, small-group responses, and data analysis.<\/p>\n
The page features a sample of Tackett\u2019s survey instrument.<\/p>\n
Timely, targeted feedback with automated formative assessment<\/h2>\n
Professor Kimberly Jackson and her colleagues use auto-graded practice tests in Canvas and ALEKS. Students can receive immediate feedback, rather than waiting on their professor to grade the quiz and offer feedback. The immediacy of feedback allows students to quickly identify which concepts they will need to revisit before the exam.<\/p>\n