Title

Evidence‐Based Teaching: Tools and Techniques That Promote Learning in the Psychology Classroom

Document Type

Article

Publication Date

3-2013

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.