Is there a contradiction between Bransford’s analysis of the use of
methods and Hattie’s finding on different effect sizes of strategies &
methods?
Asking which teaching method/technique is best is analogous to
asking what tool is best – a hammer, a screwdriver, a knife, or
pliers. In teaching, as in carpentry, the selection of tools depends
on the task at hand and the materials one is working with.
(Bransford (1999) p.22)
Using Methods & Core Principles Thoughtfully
- The Fly Fishing Analogy
Key situated factors involve:
The specific learning outcomes (e.g., recall of facts, conceptual
understanding, competence)
 Learner characteristics (e.g., maturation, motivational level,
prior competence)
 Learning context and resource availability (e.g., learning
environment, facilities, resources)

A Summary Frame
What this all means in practice is that the effective and creative design
of learning involves a thoughtful consideration of both core principles
of learning as well as the relevant situated factors involved. As DarlingHammond & Bransford (2005) point out:
…teachers not only need to understand basic principles of
learning but must also know how to use them judiciously to
meet diverse learning goals in contexts where students differ in
their needs. (p.78)
A frame on Teaching Expertise
Note: this is a Conceptual Model,
not hierarchical in that one stage
must be achieved before the next.
It is essentially Iterative
However, Competent and
Creative teachers employ
a strong pedagogic literacy
- whether Explicit or
Tacit)
Creative Teaching
(Adaptive Expertise)
Ability to situationally create
highly effective pedagogy
Competent Teaching
Ability to design and facilitate
learning experiences based on a
sound pedagogic literacy
Pedagogic Literacy
Understanding key knowledge bases
relating to how humans learn
Is this your experience?
“…in a recent study, researchers found that while 90 percent of teachers
participated in professional development, most of those teachers also reported
that it was totally useless (Darling-Hammond et al, 2009)” (p.1)
“One-time workshops are the most prevalent track record for changing teacher
practice and student achievement (Yoon et al, 2007)” (p.2)
Source: Teaching The teachers: Effective Professional Development in an Era of High Stakes Accountability, Gulamhussein, A.
National School Boards Association;, Centre for Public Education, 2013.
Supported Experiments
• Identify tough topics or concepts that student find hard or boring to learn
• Develop an instructional strategy that employs the methods that work best
and customize them to the situated context ( e.g., learning outcomes,
student characteristics, resource availability), based on your professional
judgement (collaboration with colleagues helps)
• Conduct the lessons and get feedback on the influence of learning (e.g.,
students feedback, performance on assessment tasks, peer observation)
• Review the evidence and make modifications
• Practice the methods in a relatively short period of time, making
improvements and refining practice (has similarity with Lesson Study)
• Embed the success in Active Schemes of Work that are shared and
subsequently used for professional development and continual
improvement
(From the work of Geoff Petty)