To now, the choice of pedagogy has often been made ad hoc or based on whatever a teacher had encountered in their teacher education or their own schooling (Lortie, 2002). But where teachers are supported by high quality teacher education and strong professional infrastructures, they are enabled to make concerted decisions about pedagogy, acting as designers of learning by selecting approaches with a clear sense of their intended impact (Jensen et al., But, developing and selecting pedagogies involves more than working out what is “effective” as indicated by impact on diverse measures of learning.