Evidenced-based teaching is an admirable endeavour. However, it supposes that people purposefully try to not teach with sense most of the time.
It has been a long time since I have been directed how to teach. I agree that criteria and (to a certain extent) content needs to be directed. But how we teach is something of the autonomous freedom that we are allowed. This is especially important
For me, teaching is about rhythms of learning and being. There are fundamental pedagogiees that I establish as routine in my classroom. However, there are other methods of learning that work (or that, at least, can work). What works and what does not work is not consistent.
It is at this ponit that I am reminded of Dylan Williams. He spoke of the most important aspect of formative feedback as being the trust of the learner: he later stated that he did not ssay this as it is too vague to be credible for a working teacher. We have moments, really, with which to consider what might work and what might not work, and a similarly short time in which to mplement such ideas.
With this in mind, I direct you towardss this blogpoost. It is particularly worthy. It assumes that you have some interest in evidenced-based teaching and are ready to critique it:
http://www.huntingenglish.com/2014/02/14/cautionary-tale-evidence-education-part-2/
