All the links from each chapter of Developing Expert Teaching. Diagrams are at the bottom of the page. Enjoy 🥳
Why expertise?
- Quote from Beyond the Plateau: The Case for an Institute for Advanced Teaching
- Note: effective supporting curricula are equally important—for more, see What We Teach Matters, by Learning First
- For a more comprehensive analysis of this argument (and generally ace book), see Leadership for Teacher Learning, by Wiliam
- For an estimate of the investment in PD (in the US), see The Mirage, by TNTP
- See The Effects of High-Quality PD on Teachers and Students, by Fletcher-Wood
- Check out Habit Formation Limits Growth in Teacher Effectiveness, by Hobbiss
- Phrase from Cognitive Load and Classroom Teaching, by Feldon
- For further nuance, see The Myth of the Performance Plateau, by Papay
- This is what Kahneman calls a ‘low validity environment’. For more, see Conditions for Intuitive Expertise: A Failure to Disagree
- For an origin story, see Expert Performance: Its Structure and Acquisition, by Ericsson
The anatomy of expertise
- From Surpassing Ourselves: An Inquiry into the Nature and Implications of Expertise [book]
- For a clear argument around why we should focus on core tasks, see Parsing the Practice of Teaching, by Kennedy
- For more on explanatory conjecture, see The Beginning of Infinity, by Deutsch [book]
- For an accessible overview of this argument, see Peak: Secrets from the New Science of Expertise, by Ericsson [book]
- See Toward a Multifactorial Model of Expertise, by Hambrick
- See Expert Teaching: What is it, and how might be develop it? by Yours Truly
- For more on teacher noticing, see Classroom Management Scripts, by Wolff
- See Describing the Behavior and Documenting the Accomplishments of Expert Teachers, by Berliner
- For more, check out The Development of Expertise in Pedagogy, by Berliner
- For more on the sports angle, see The Coach’s Guide to Teaching, by Lemov [book]
The essential ingredients of PD
- From the classic Professional Development and Teacher Change [book]
- See Characteristics of Effective Teacher Professional Development, by Sims (easily one of the best analyses of PD to date and a great accompaniment to this book)
- For more on this, check out Tight but Loose: A Conceptual Framework for Scaling Up School Reforms, by Thompson
Get it
- See A Mental Model of the Learner, by Willingham (one of my fav papers ever)
- For more, see Neuroscience and Education: Myths and Messages, by Howard-Jones
- For 3 related experiments, see Delaying Feedback by Three Seconds, by Carpenter
- For a fuller argument, see Classroom Research and Cargo Cults, by Hirsch
- For example, see The Effect of Teacher Coaching on Instruction and Achievement, by Kraft, and Learning: What is it, and how might we catalyse it? by Yours Truly
- Technical vocabulary is important for teachers to build (as it allows for more precise discussion), but should be developed in a deliberate, gradual way
- See The Power of ‘by’, by Boxer
- See Understanding Teacher Effectiveness to Raise Pupil Attainment, by Burgess
- For more strategies, see The Learning Curriculum 3.0, by Fletcher-Wood
- See Second-Order Thinking, by Parrish
See it
- See Modelling Evidence-Based Practice in Initial Teacher Training, by Sims (also a cracking example of experimental research in education)
- See Get Better Faster, by Bambrick-Santoyo [book]
- For more, check out How to Study Thinking in Everyday Life, by Ericsson
- See The Role of Case Study in Teacher Education, by Schrittesser
- Check out Inflexible Knowledge: The First Step to Expertise, by Willingham
- See Teaching Practice: A Cross-Professional Perspective, by Grossman
- See What Influences the Selection of Contextual Cues when Starting a New Routine Behaviour? by Stawarz
- Doug Lemov is the king of sticky shorthands—check out Teach Like a Champion for inspiration [book]
- For more, see Variation Theory and the Improvement of Teaching and Learning, by Lo
- Check out Innovation and Efficiency in Transfer, by Schwartz
Try it
- From Practice Perfect [book]
- For more on this, check out How Expertise Develops in Medicine, by Schmidt
- See Fast Start: Training Better Teachers Faster, by TNTP
- Check out Experimental Evidence on the Robustness of Coaching Supports in Teacher Education, by Cohen
- For a punchy reader, see Practice with Purpose: The Emerging Science of Teacher Expertise, by Deans for Impact
- See Keeping It Complex: Using Rehearsals to Support Novice Teacher Learning of Ambitious Teaching, by Lampert
- For more, check out The Role of Deliberate Practice in the Acquisition of Expert Performance, by Ericsson
- See Teacher Coaching in a Simulated Environment, by Cohen
- For more nuance, see Teaching Content in Practice, by Kavanagh
- See Deliberate Practice in Teacher Education: A Handbook, by Fletcher-Wood
Keep it
- From Atomic Habits (a cracking book)
- See Habit Formation Limits Growth in Teacher Effectiveness, by Hobbiss
- For more, see The Development of Expertise in Pedagogy, by Berliner
- Check out Habitual Instigation and Habitual Execution, by Gardner
- For more, check out Implementation Intentions, by Gollwitzer
- For more on cues, see Making Health Habitual: the Psychology of ‘Habit-Formation’ and General Practice, by Gardner
- For strategies, see Healthy Through Habit: Interventions for Initiating & Maintaining Health Behavior Change, by Wood
- For a breakdown, see the Valley of Latent Potential Evidence Snack, by Yours Truly
- Check out Better Teacher Habits for Better Student Learning, by Fletcher-Wood
- For more on this idea, see Cognitive Load and Classroom Teaching: The Double-Edged Sword of Automaticity, by Feldon
Fit it
- From The Cambridge Handbook of Expertise and Expert Performance (a hefty book)
- See Expertise Reversal Effect and its Instructional Implications, by Kalyuga
- Check out Putting Evidence to Work: A School’s Guide to Implementation, by EEF
- For more, see Describing the Behavior and Documenting the Accomplishments of Expert Teachers, by Berliner
- For more on this stuff, see Driven by Data 2.0, by Bambrick  [book] or Leading a High Reliability School, by Marzano [book]
- Check out the fab Leadership for Teacher Learning, by Wiliam [book]
- For more, see the classic Parsing the Practice of Teaching, by Kennedy
- Checking out Responsive Coaching, by Goodrich (should be published soon!)
- See Personal Best: Top Athletes and Singers Have Coaches, Should You? by Gwande
- For more inspiration, see Responsive Teaching, by Fletcher-Wood [book]
Own it
- It’s the kind of thing he would say, right? Random quotes always seem to be attributed to Einstein
- For more, see Peak: Secrets from the Science of Expertise, by Ericsson [book]
- Check out Theories of Motivation in Education, by Urhahne
- For more nuance, see Unique Effects of Goal Setting on Behavior Change, by Epton
- Jim Knight is good on this, see The Definitive Guide to Instructional Coaching [book]
- For more, check out Implementation Intentions, by Gollwitzer
- For a range of strategies, check out Nudging in Education, by Damgaard
- See Social Influence: Compliance and Conformity, by Cialdini
- For more, check out Beyond Willpower: Strategies for Reducing Failures of Self-Control, by Duckworth
- For more on this concept, see Supportive Accountability, by Mohr
Pulling it all together
- See Putting Evidence to Work: A School’s Guide to Implementation, by EEF
- See Tight but Loose: A Framework for Scaling up School Reform, by Thompson
- For more, check out Making health habitual: the psychology of ‘habit-formation’ and general practice, by Gardner
- See Responsive Coaching, by Goodrich (should be released soon!)
- See the awesome Leadership for Teacher Learning, by Wiliam [book]
Coda: The future of teaching
- For more check out How Culture Makes Us Smarter, by Stewart-Williams
- See What Can We Learn From The Medical Education Transformation? by Riley
- For more on the importance of a widespread appetite, see Why Education Experts Resist Effective Practices, by Carnine
- See Beyond The Plateau: The Case for an Institute for Advanced Teaching, by Hood
- To generate stronger consensus around effective teaching—for more, see Building a Common Core for Learning to Teach, by Ball
Diagrams
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