Teachers employ a vast array of instructional methods, but one universal element is the use of examples. No teaching approach eschews examples. On the contrary, guides for effective teaching embrace the value of using good examples (e.g., Rosenshine, 2012). Given their importance, teachers should design and use examples carefully and assess their impact on student learning. Little guidance, however, exists to help teachers accomplish these tasks. In this article, I synthesize the research on examples in the hopes of providing that guidance.
