In this episode of Progressively Incorrect, Zach Groshell and Bradley Arnold discuss "5 Meanings of Direct Instruction" by Barak Rosenshine.
Beliefs, Evidence, and Educational Technology
Frequent readers of this blog will know that I am the Director of Educational Technology at a 6-12 independent school. My role is to design and implement the strategy around online learning and train teachers how to integrate various online tools into their lessons. This post is a reflection on whether my beliefs about teaching … Continue reading Beliefs, Evidence, and Educational Technology
PD Opportunity on Cognitive Load Theory
As readers of this blog will know, I've recently been writing a bit about cognitive load theory and how it's led to changes in my thinking and teaching. I debated some of its foundational ideas on a recent podcast, as well. After presenting on CLT in the fall, NWAIS asked me back as part of … Continue reading PD Opportunity on Cognitive Load Theory
S1E1: Why Inquiry-Based Approaches Harm Students’ Learning by John Sweller
In this episode of Progressively Incorrect, Zach Groshell and Bradley Arnold discuss "Why Inquiry-Based Approaches Harm Students' Learning" by John Sweller.
How Cognitive Load Theory Changed My Teaching
Cognitive load theory is one of the lenses I use to design instruction. More than just an abstract idea, cognitive load theory recommends instructional procedures based on what we know about how the mind works. I wanted to share with you a few of the ways that my thinking, and by extension, my teaching, has … Continue reading How Cognitive Load Theory Changed My Teaching
Is Working Memory Fixed or Can it be Trained?
Many teachers allow students to play "brain games" as part of the curriculum. When I say "brain games", I'm referring to short - often fun - activities that are unrelated to the core content, but which are thought to engage the mind or make you smarter. When I was a student, if I finished my … Continue reading Is Working Memory Fixed or Can it be Trained?
Videos, Podcasts, Infographics, and Articles for Bringing Research into Practice
Many educators are eager to learn about evidence-based practices but don't know where to start. One barrier is that most research articles are paywalled, which requires teachers to buy an expensive subscription or e-mail the researcher in order to gain access to research. Another is that learning how to read and interpret scholarly articles requires … Continue reading Videos, Podcasts, Infographics, and Articles for Bringing Research into Practice
5 Meanings of Student-Centered Instruction
There's an interesting essay called "Five Meanings of Direct Instruction" where the author (Rosenshine, 2008) shows how even a term as commonly used as direct instruction can take on different meanings depending on who you talk to. Some people use it in the pejorative to refer to non-stop passive lecturing, while those familiar with the … Continue reading 5 Meanings of Student-Centered Instruction
A Weird but Popular Way to Teach Problem Solving
There seems to be two main, but very different, approaches to teaching problem solving: Begin by teaching students how to solve a particular type of problem, and then have students solve a set of similar problems Begin by giving students a set of problems to solve, and then respond to individual students' needs through brief … Continue reading A Weird but Popular Way to Teach Problem Solving
Demystifying Learning through Examples
Using examples skillfully and appropriately to illustrate complex ideas and procedures is integral to great teaching, no matter what discipline we're talking about. In math, examples help to demystify the steps that mathematicians take to solve problems. In foreign language class, examples help to bring permanence to sentence constructions that are slippery and transient if … Continue reading Demystifying Learning through Examples
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