More than ever, educators are expected to make decisions that guarantee quality instruction. As knowledge emerges, so do philosophies, opinions, and rhetoric about definitions of instructional excellence. From policy makers to classroom teachers, educators need ways to separate misinformation from genuine knowledge and to distinguish scientific research from poorly supported claims. Teachers can strengthen their instruction and protect their students' valuable time in school by scientifically evaluating claims about teaching methods and recognizing quality research when they see it. This booklet, distilled from the monograph "Using Research and Reason in Education: How Teachers Can Use Scientifically Based Research to Make Curricular and Instructional Decisions", provides a brief introduction to understanding and using scientifically based research.