Much of what is commonly claimed as ‘effective teaching practice’ and implemented during the early and middle years of schooling in Australian schools, for either mainstream students or for those experiencing learning difficulties, is not grounded in findings from evidence-based research. The prevailing educational philosophy of constructivism (a theory of self-directed learning rather than a theory of teaching) continues to have marked influences on shaping teachers’ interpretations of how they should teach. However, in contrast to teacher-directed methods of teaching there is strong evidence that exclusive emphasis on constructivist approaches to teaching is not in the best interests of any group of students, and especially those experiencing learning difficulties.