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.

section Section 1|68 pages

Teacher Effectiveness, Development, and Growth

chapter 1|9 pages

An Experienced Teacher ≠ An Expert Teacher

David Berliner on Teacher Expertise

chapter 2|10 pages

Those Who Understand, Teach

Lee Shulman on Knowledge Growth in Teachers

chapter 3|12 pages

Teachers are Made, Not Born

Linda Darling-Hammond on Teacher Training

chapter 4|11 pages

The Death of the Teacher?

Jere Brophy and Thomas Good on Teacher Behaviour

chapter 5|11 pages

I Think, Therefore I Teach

Daniel Muijs and Colleagues on Teacher Effectiveness

chapter 6|10 pages

When Thinking and Acting Become One

Donald Schön on Reflective Practice

section Section 2|45 pages

Curriculum Development/Instructional Design

chapter 7|10 pages

It's All About Alignment

John Biggs on Constructive Alignment

chapter 8|12 pages

Pebble in the Pond

M. David Merrill and Jeroen van Merriënboer on Instructional Design

chapter 9|10 pages

How to Tell the Story of an Idea

Jerome Bruner on Representing Knowledge

chapter 10|11 pages

If you Don't Know Where You're Going, You Might Wind Up Someplace Else 1

Robert Mager on Lesson Objectives

section Section 3|60 pages

Teaching Techniques

chapter 11|11 pages

There's No Such Thing as a Child Who Can't Be Taught

Siegfried Engelmann on Direct Instruction

chapter 12|12 pages

Burning the Strawman

Barak Rosenshine on Explicit Instruction

chapter 13|10 pages

Make Something of What You've Learnt

Logan Fiorella & Richard Mayer on Ways to Generate Learning

chapter 14|11 pages

Learning: No Pain, No Gain

Robert Bjork on Desirable Difficulties

chapter 15|12 pages

Step for Step

Robert Atkinson and Colleagues on Examples

section Section 4|64 pages

Pedagogical Content Knowledge

chapter 16|9 pages

Why You Can't Teach What You Don't Know

Lee Schulman on Teacher Knowledge

chapter 17|10 pages

Mathematical Knowledge for Teaching

Heather Hill, Deborah Hall and Colleagues on Mathematics PCK

chapter 18|9 pages

The Science of Science Teaching

Jan Van Driel and Colleagues on Science PCK

chapter 19|10 pages

Three Chords and the Truth

Pamela Grossman and Lee Shulman on PCK and English

chapter 20|12 pages

How Should We Teach Reading?

Anne Castles and Colleagues on the Science of Reading

chapter 21|10 pages

Why Technology Should Be the Servant Not the Master

Matthew Koehler and Punya Mishra on PCK and Technology

section Section 5|46 pages

In the Classroom

chapter 22|9 pages

“To Thine Own Self Be True” 1

The Authentic Teacher: Pedro De Bruyckere & Paul A. Kirschner on Teacher Authenticity

chapter 23|14 pages

Relationships Matter

Theo Wubbels & Mieke Brekelmans on the Importance of Relationships

chapter 24|10 pages

Why Relationships Matter

Robert Marzano on Classroom Management

chapter 25|10 pages

Teachers as Intelligent Consumers

Berliner on Classroom Management

section Section 6|58 pages


chapter 26|11 pages

The Many Faces and Uses of Assessment

Benjamin Bloom and Colleagues on Different Types of Evaluation

chapter 27|9 pages

When Testing Kills Learning

John Biggs on Constructive Alignment

chapter 28|10 pages

Don't Ask Questions That Don't Require Understanding to Answer

Richard Anderson on Test Design

chapter 29|10 pages

Why Teaching to the Test Is So Bad

Daniel Koretz on Grade Inflation

chapter 30|14 pages

Hocus-Pocus Teacher Education

NCTQ on What Teachers Don't Learn in School