Evidence-Based Learning at School


In this method the pupils jointly (partner work) prepare an entry in their copy books/grammar books/exercise books about the topic they are working on. They consider what is important, look for a suitable example and try to make the entry well-designed graphically (colour, organisation, neatness…). The pupils’ activity level is significantly higher, they engage with the topic intensively and they slip into the role of the teacher. Their designs can be presented and discussed in the lesson by way of example. The whole class can copy a good entry, or the best one, into their own copy books. This raises motivation levels even more.

Application with the following grades:

I used this method with my English classes in the 7th, 8th and 9th grades. I found that:

  • In the first lesson when the method is used, you must schedule in enough time for a plan
  • Before starting the method I had planned to briefly revise and visualise basic copy book techniques. We discussed previous copy book entries. That helped to activate the knowledge they already had. The method of learning through discussion would also be good here.
  • Then the pupils, in teams of 2, draw up their designs and get them on paper.
  • The teacher checks them and offers assistance. That way you get an idea of which entries are particularly good. The entries can be presented (document camera), and then everyone agrees on a suitable entry (which may still be improved – by the class or the teacher).


As soon as this method is familiar, it is useful for ‘simpler’ content (grammatical structures, summaries, exercise book entries). I thought it was efficient and motivating enough, the pupils’ activity level was significantly higher, and they seemed to cope well with this method.


I like this method because the pupils have to engage intensively with their tasks and learning topics. My impression was that they approach topics more systematically and penetrate and understand the problem/topic better. Role reversal where pupils take on the teacher’s role is often motivating and encourages understanding.

The pupils also enjoyed ‘think/pair/share’. They were motivated to produce entries that were appealing to their classmates in terms of form and content.

Anton Glaser