Evidence-based teaching: Tools and techniques that promote learning in the psychology classroom

Authors


Correspondence: Dana S. Dunn, Department of Psychology, Moravian College, 1200 Main Street, Bethlehem, PA 18018, USA. Email: dunn@moravian.edu

Abstract

Evidence-based teaching (EBT) entails the use of empirically validated pedagogical tools and techniques that promote student learning. We offer a rationale for why psychology instructors should embrace EBT in their classrooms. We then review five areas of evidence offering specific tools and techniques that improve learning and retention: the testing effect, spaced learning, metacognition, writing to learn, and interteaching. We then briefly discuss how three student self-regulated choices can promote learning. Finally, we urge psychology teachers and students to use the discipline's experimental findings to enhance student learning.

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