Schools seek the guidance of proven research-based teaching methods that will help educators to better relate to their students. By employing some of these research-based methods, teachers can better serve students' learning needs and create a curriculum that best relates to students' skills and abilities. By relating the subject matter to students in different ways, teachers are keeping students interested and engaged in their studies, creating a more dynamic learning environment.
Research-based teaching methods give educators a structured way to deliver learning material to students, often through the use of activities that engage students in learning. By breaking the traditional mold of teaching methods where students are minimally engaged in classroom activities, teachers are able to keep students' attention focused on learning and exploring new subject matter. Providing consistent, yet slightly different structure in the classroom, teachers are developing a different learning dynamic between teacher and student that can be less distant than traditionally structured classroom learning.
Utilizing research-based teaching methods helps schools to determine an effective curriculum for students. School administrators must abide by state guidelines when choosing what type of curriculum to use and how to implement it in their schools. However, they do enjoy some freedom in choosing curricula. Using research-based teaching methods assists them in selecting a curriculum that will not only be educationally beneficial to students but will also be engaging. Designing a new curriculum for students keeps teaching from becoming repetitive, thus losing student interest in classroom learning.
Research-based teaching methods also assist new teachers in the transition from being a student themselves into a full-fledged independent educator. Many new teachers have trouble with this transition. Having the use of research-based teaching methods gives teachers a proven way to relate the material to their students while also providing them with the type of educational structure that they have become accustomed to. These methods also give teachers a proven measurable standard by which to rate student progress.