How Teaching Happens: Seminal Works in Teaching and Teacher Effectiveness and What They Mean in Practice

by Paul Kirschner, Carl Hendrick, Jim Heal

Overview

Building on their bestselling book How Learning Happens, Paul A. Kirschner and Carl Hendrick are joined by Jim Heal to explore how teaching happens. The book seeks to closely examine what makes for effective teaching in the classroom and how research on expert teaching can be used in practice.

Introducing 30 seminal works from the field of education psychology research, the learning sciences, and teaching effectiveness studies, each chapter takes an important work and illustrates clearly and concisely what the research means and how it can be used in daily practice. Divided into six sections the book covers:

• Teacher Effectiveness, Development, and Growth

• Curriculum Development / Instructional Design

• Teaching Techniques

• Pedagogical Content Knowledge

• In the Classroom

• Assessment

The book ends with a final chapter on "What’s Missing?" in how teachers learn to teach.

Written by three leading experts in the field with illustrations by Oliver Cavigioli, How Teaching Happens provides a clear roadmap for classroom teachers, school leaders, and teacher trainers/trainees on what effective teaching looks like in practice.

Product Details

ISBN-13:	9781032132082
Publisher:	Taylor & Francis
Publication date:	06/23/2022
Pages:	374
Product dimensions:	6.88(w) x 9.69(h) x (d)

About the Author

Paul A. Kirschner is Emeritus Professor Educational Psychology at the Open University of the Netherlands, Guest Professor at the Thomas More University of Applied Science in Belgium and owner of kirschner-ED.

Carl Hendrick holds a PhD in education from King’s College London and has taught for several years in both the state and independent sectors. He currently teaches at Wellington College, UK.

Jim Heal works at Deans for Impact, a US-based non-profit organization committed to the transformation of educator preparation. He holds a Doctorate in Educational Leadership from Harvard University’s Graduate School of Education.

Table of Contents

Preface: How Teaching Happens xiii

Section 1 Teacher Effectiveness, Development, and Growth 1

1 An Experienced Teacher ≠ An Expert Teacher: David Berliner on Teacher Expertise 3

2 Those Who Understand, Teach: Lee Shulman on Knowledge Growth in Teachers 13

3 Teachers are Made, Not Born: Linda Darling-Hammond on Teacher Training 23

4 The Death of the Teacher?: Jere Brophy and Thomas Good on Teacher Behaviour 35

5 I Think, Therefore I Teach: Daniel Muijs and Colleagues on Teacher Effectiveness 47

6 When Thinking and Acting Become One: Donald Schön on Reflective Practice 59

Section 2 Curriculum Development/Instructional Design 69

7 It's All About Alignment: John Biggs on Constructive Alignment 71

8 Pebble in the Pond: M. David Merrill and Jeroen van Merriënboer on Instructional Design 81

9 How to Tell the Story of an Idea: Jerome Bruner on Representing Knowledge 93

10 If you Don't Know Where You're Going, You Might Wind Up Someplace Else: Robert Mager on Lesson Objectives 103

Section 3 Teaching Techniques 115

11 There's No Such Thing as a Child Who Can't Be Taught: Siegfried Engelmann on Direct Instruction 117

12 Burning the Strawman: Barak Rosenshine on Explicit Instruction 129

13 Make Something of What You've Learnt: Logan Fiorella & Richard Mayer on Ways to Generate Learning 141

14 Learning: No Pain, No Gain: Robert Bjork on Desirable Difficulties 151

15 Step for Step: Robert Atkinson and Colleagues on Examples 163

Section 4 Pedagogical Content Knowledge 175

16 Why You Can't Teach What You Don't Know: Lee Schulman on Teacher Knowledge 177

17 Mathematical Knowledge for Teaching: Heather Hill, Deborah Hall and Colleagues on Mathematics PCK 187

18 The Science of Science Teaching: Jan Van Driel and Colleagues on Science PCK 197

19 Three Chords and the Truth: Pamela Grossman and Lee Shulman on PCK and English 207

20 How Should We Teach Reading?: Anne Castles and Colleagues on the Science of Reading 217

21 Why Technology Should Be the Servant Not the Master: Matthew Koehler and Punya Mishra on PCK and Technology 229

Section 5 In the Classroom 239

22 "To Thine Own Self Be True" : The Authentic Teacher: Pedro De Bruyckere & Paul A. Kirschner on Teacher Authenticity 241

23 Relationships Matter: Theo Wubbels & Mieke Brekelmans on the Importance of Relationships 251

24 Why Relationships Matter: Robert Marzano on Classroom Management 265

25 Teachers as Intelligent Consumers: Berliner on Classroom Management 275

Section 6 Assessment 285

26 The Many Faces and Uses of Assessment: Benjamin Bloom and Colleagues on Different Types of Evaluation 287

27 When Testing Kills Learning: John Biggs on Constructive Alignment 299

28 Don't Ask Questions That Don't Require Understanding to Answer: Richard Anderson on Test Design 309

29 Why Teaching to the Test Is So Bad: Daniel Koretz on Grade Inflation 319

30 Hocus-Pocus Teacher Education: NCTQ, on What Teachers Don't Learn in School 329

Glossary 343

Index 351

Editorial Reviews

"Evidence-informed education does not sit still; it is a discussion constantly taking place. Findings are never fixed; they are renewed and invigorated by subsequent exploration. This book is a vital part of the revolution happening in classrooms around the world and marks a new frontier in its evolution."

Tom Bennett OBE, Founder of researchED

"This is a terrific collection of some of thought-provoking and actionable articles about classroom teaching. The selections are sure to inform and challenge readers, and certainly will help them understand teaching better. It is also not farfetched to imagine that critical thinking about these articles will lead to better teaching."

David C. Berliner, Regents’ Professor Emeritus, Arizona State University, US

"This is another great summary of the education research evidence. If you've ever wondered about the importance of subject knowledge, whether teachers are born or made, or what it means to be an authentic teacher, this is the book for you."

Daisy Christodoulou, Director of Education, No More Marking

"Brilliant! How many educators, cowed by the volume and complexity of the technical literature on teaching, wished for a group of experts to hand-pick the most important articles to read? And while they are at it, to explain their importance and what they mean for practice? How Teaching Happens distills decades of complexity into an easy-to-read volume that dispenses practical wisdom. Anyone connected with education must read it!"

Daniel T. Willingham, Professor of Psychology at the University of Virginia, and author of Why Don’t Students Like School?

"It is REALLY a great book and I hope there is more of them. How Teaching Happens mines research gold and will sit with How Learning Happens as bookends of the perfect library for all educators. The 29 seminal articles about effectiveness, curricula, design, techniques, content knowledge, and assessment are minimal reading and they open a depth of findings, ways of thinking, and the foundation of pedagogy reality as opposed to the delusions that often are spouted about teaching. How Learning Happens was my top pick for 2021, and How Teaching Happens is my top pick for 2022."

John Hattie, Emeritus Professor of Education and author of Visible Learning

"How Teaching Happens is an exceptional piece of work; a worthy follow-up to How Learning Happens. As someone who works with hundreds of school leaders engaged in the business of teacher development, I can see this book being an immense support in a wide range of contexts, making seminal research accessible and actionable, informing the many important debates people across the profession are engaged in. The selection of papers is excellent, skilfully chosen to span the broad scope of everyday teaching issues - classroom practice, curriculum design, assessment and the all-important pedagogical content knowledge. Each paper is summarised and explored in depth with great clarity and enthusiasm, always with a focus on the implications for working teachers. It's a great read for anyone with an intellectual interest in the research base around how teachers function but, more importantly, this book is packed with insights that teachers and leaders can act on to improve their practice. It's a magnificent book that should find a place in every school staffroom or CPD library."

Tom Sherrington, Education Consultant and Author of Teaching Walkthrus

"Kirschner, Hendrick, and Heal’s book is elegant, scholarly and accessible. They gracefully connect the often mysterious insights of research on teaching with principles and strategies of practice. An important contribution to repairing the painful isolation of wise practice from the work of scholars. Combining their careers both in the United States and in Europe, they also offer readers a valuable international perspective."

Lee S. Shulman, Emeritus Professor of Education, Stanford Graduate School of Education / President Emeritus, Carnegie Foundation for the Advancement of Teaching

From the Publisher