One of my biggest triggers is when a presenter at an education conference will claim, without being able to point to an article or a body of research, that x, y or z is research-based. And more often than not, their research-free claim is accompanied by weird brain-based language. "We know that play-based learning works … Continue reading S2E8: Kristin Simmers and Andrew Watson on the Role of Neuroscience in Education
In this episode of the amazing Progressively Incorrect podcast, I had the pleasure of interviewing Jo Castelino, a secondary school science teacher based in West Yorkshire in the UK, and one of my absolute favorite bloggers about the art and science of great science teaching. When I was training to be a teacher, science was … Continue reading S2E7: Jo Castelino on Structuring the Science Classroom for Optimal Learning
In this episode of the Progressively Incorrect podcast, I am excited to be talking to Courtney Ostaff, author of The Teaching Online Handbook and the forthcoming book on homeschooling: How to Homeschool the Kids You Have. Before I knew Courtney Ostaff as Courtney Ostaff, I knew her as the anonymous Twitter user, StuckintheMiddle, during the … Continue reading S2E6: Courtney Ostaff on Effective Teaching with Online Tools
This is a lovely episode that I recorded towards the end of the summer featuring two of my favorite people in education and edutwitter, Becky Lim and Dr. Matthew Rhoads. Becky and Matt are enthusiastic about the potential for edtech in the classroom, and in this episode they share some of their strategies for developing … Continue reading S2E5: Becky Lim and Matt Rhoads on EdTech and Global Collaborations
In this episode, I had the pleasure of interviewing Dr. Sarah Powell. Sarah is Associate Professor in the Department of Special Education at the University of Texas at Austin. She has become a go-to expert for research into interventions for students with mathematics difficulties, and she has co-authored an important paper with Elizabeth Hughes and … Continue reading S2E4: Sarah Powell on Myths that Undermine Math Teaching
In the previous episode of the Progressively Incorrect podcast, I spoke with Jasmine Lane about how teachers should focus on developing their subject knowledge and automaticity with teaching routines in order to move students forward. However, much of our discussion centered around her experience of moving from Minnesota to teach in London, where, she said, … Continue reading S2E3: Tanya Crossman on Third Culture Kids and Raising Children Overseas
As I've written before, replacing explicit instruction (not just lecturing, but a scaffolded combination of interactive modeling, questioning, and practice) with fun but trivial activities is not the key to students' hearts. If anything, this causes disillusionment and resentment. Kids are smart enough to recognize that their education is being wasted. In this post, I'd … Continue reading Playing Around with Kids’ Education
In this episode of the Progressively Incorrect podcast, I had the pleasure of speaking with Jasmine Lane. Jasmine is a secondary English teacher who recently moved from the U.S. to teach in England. I first came across Jasmine through her blog, jasmineteaches.wordpress.com, which was originally about her experiences as a first-year teacher. Back in those … Continue reading S2E2: Jasmine Lane on Subject Expertise and Why She’ll Never Go Back to Teaching in the U.S.
In this episode of the Progressively Incorrect podcast, I had the pleasure of speaking with Paul A. Kirschner. Paul is Emeritus Professor at the Open University of the Netherlands as well as Guest Professor at the Thomas More University of Applied Sciences in Antwerp, Belgium. He is the author of several books, including How Learning … Continue reading S2E1: Paul A. Kirschner on Minimally Guided Instruction and Cognitive Load
A problem I've faced when debating the advantages/disadvantages of direct instruction and inquiry-based learning is that educators tend to define them in different ways. The confusion stems from how both inquiry-based learning and direct instruction can be seen as either 1) discrete instructional events or 2) whole systems/approaches to teaching. It's common to hear teachers … Continue reading Inquiry vs. Direct Instruction: A Case of Conflating Events with Systems?