I’m excited to announce an upcoming book study on Results Now 2.0 by Mike Schmoker — a powerful, practical look at what truly drives student learning and school improvement. I’ll be leading the discussion with educators from Watertown School District, which you can learn more about in this podcast: S4E26: Lynn Gaffney on Bridging Leadership … Continue reading Join the “Results Now 2.0” Book Study
S5E07: Denarius Frazier on Belonging, Rigor, and Scaling Effective Teaching
In this episode of Progressively Incorrect, I’m joined by Denarius Frazier—Regional Superintendent of Instruction at Uncommon Schools, co-author of Reconnect: Building School Culture for Meaning, Purpose, and Belonging, and perhaps the best teacher ever captured on film. Link to blog and video Denarius is one of the most thoughtful and influential voices in the Teach … Continue reading S5E07: Denarius Frazier on Belonging, Rigor, and Scaling Effective Teaching
Education is a Pendulum of Fads
If you’ve ever wondered why education seems doomed to repeat itself—why each decade brings another “new” idea that’s really just an old one with different branding—you’ll appreciate what Doug Carnine has to say. Carnine, a longtime advocate for evidence-based teaching (and a guest on a very popular episode of Progressively Incorrect), argues that our field … Continue reading Education is a Pendulum of Fads
What’s With the Names?
Every once in a while, I get asked some version of: “Zach, what’s with your titles?” Progressively Incorrect? Education Rickshaw? Just Tell Them? Let me take a moment to unpack the chaotic branding I’ve cobbled together over the years— each name basically a timestamp from a different era of my teaching life, rooted in references … Continue reading What’s With the Names?
S5E06: Jessica Colleu Terradas & Jon Owen on Direct Instruction Without Borders
In this podcast episode, I’m joined by Jessica Colleu Terradas and Jon Owen, two international leaders bringing Engelmann’s Direct Instruction to life in Australia and the UK. This marks a milestone in the Direct Instruction Podcast—our first global double feature exploring what high-fidelity DI looks like beyond the United States. https://youtu.be/eIMhSdeOLsM?si=8w_Skb2LyMqcGg46 Jessica, based in Australia, … Continue reading S5E06: Jessica Colleu Terradas & Jon Owen on Direct Instruction Without Borders
Are Teachers Change Agents?
Today I read Robert Pondiscio’s piece, Public Schools Are Molds Not Platforms, and he’s right about something fundamental: public schools are not platforms for personal expression or ideological performance. They are civic institutions with a public mandate. A teacher in a classroom is not a freelance partisan activist — they are a public servant with … Continue reading Are Teachers Change Agents?
How to Make Coaching Work — Every Time, With Every Teacher
When I first started teaching, I was fortunate. I got paired with two people who made a real difference in my development: a math coach and my mentor teacher. Neither had a formal coaching framework. They didn’t have an evidence-informed approach or shared language for what “good” looked like. Still, they helped me grow - … Continue reading How to Make Coaching Work — Every Time, With Every Teacher
S5E05: Anna Stokke on Where Math Education Went Wrong—and How to Fix It
In this episode of Progressively Incorrect, I’m joined by Anna Stokke—mathematician, professor, and host of the Chalk & Talk podcast. Anna has become one of the most influential voices calling for a return to clarity, structure, and evidence in math instruction. We explore how her conversations on chalk & talk have shaped—and sometimes challenged—her own … Continue reading S5E05: Anna Stokke on Where Math Education Went Wrong—and How to Fix It
Explicit and Direct Instruction Systematically Manages Cognitive Load—It’s Not Just Lecturing
I recently presented a two-part series for an organization called POPEY (the Provincial Outreach Program for the Early Years). A B.C.-based organization, they support K–3 educators with research-based literacy resources, professional learning, and classroom tools. In the two FREE sessions, I challenged myths about explicit and Direct Instruction. Far from rote lecturing, explicit and Direct … Continue reading Explicit and Direct Instruction Systematically Manages Cognitive Load—It’s Not Just Lecturing
Direct Instruction Embodies the Science of Learning
In one of my more popular posts, I argued that we need to do better than just nod politely at Direct Instruction (DI). Cognitive Load Theory is honored through DI’s ruthless efficiency: every word is deliberate, every example intentional, every new piece of content layered step by step to keep working memory clear and focused. … Continue reading Direct Instruction Embodies the Science of Learning
Education Rickshaw 
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