What really makes great teaching?

So far, rapid responses have ranged from celebration that the final nails have been driven into the coffin of progressive education (e.g. discovery learning has no basis in research), through the ‘shock, horror’ finding that setting by ability obstructs learning (the report is in fact rather more nuanced than the headline suggests), to the ‘No s*** Sherlock’ observation that the “quality of instruction” has a significant impact on student learning.