If you haven’t heard of the book Harnessing the Science of Learning: Success Stories to Help Kickstart Your School Improvement … where you been? I was honored to contribute two chapters to Nathaniel Swain’s latest book—a resource that bridges the gap between cognitive science and real-world classroom practice. My chapters focused on cognitive load theory … Continue reading Harnessing the Science of Learning
Voices of Direct Instruction
As I embark on another year of advocacy for evidence and powerful instruction, I’m excited to share a project I started for the National Institute for Direct Instruction: DI Voices. It's a YouTube playlist and podcast filled with raw, bite-sized conversations captured between sessions using just my phone. Real educators, principals, researchers, and NIFDI team … Continue reading Voices of Direct Instruction
Cognitive Bottlenecks and Clarity in Teaching
I recently joined Robyn Young on her podcast Behind the Educator’s Lens for a conversation that felt refreshingly honest. We talked about cognitive science, instructional clarity, and why sometimes the most effective thing a teacher can do is simply… tell students what they need to know. This builds on the work I started at the … Continue reading Cognitive Bottlenecks and Clarity in Teaching
S4E39: Shawn Datchuk on Teaching Sentence Construction with Precision
In this episode of Progressively Incorrect, I’m joined by Dr. Shawn Datchuk, a leading researcher who’s helped shape how we think about sentence construction for struggling learners. Drawing from the literature on Precision Teaching and Direct Instruction, Shawn shares how timed practice and explicit strategies can accelerate mastery in writing, especially for students with learning … Continue reading S4E39: Shawn Datchuk on Teaching Sentence Construction with Precision
Direct Instruction Motivation Part 2: Productive Praise
This series explores a rarely discussed strength of direct instruction: its power to motivate students. While critics often paint explicit teaching as boring or uninspiring, the truth is that its structure, pace, and design motivate kids better than any other system. If momentum is the first ingredient of motivation, the second is acknowledgment. Direct Instruction … Continue reading Direct Instruction Motivation Part 2: Productive Praise
Knowledge Is Back—But Only If We Teach It Well
I recently joined Dylan Wiliam and Patrice Bain on the Knowledge Matters Podcast to talk about retrieval practice, mini whiteboards, and the kinds of instructional moves that actually help students remember what they’ve learned. It was a generous conversation - one that didn’t just skim the surface of techniques, but dug into why they matter. … Continue reading Knowledge Is Back—But Only If We Teach It Well
S4E38: Nathan Lang-Raad on Learning Science and Artificial Intelligence
In this episode of Progressively Incorrect, I’m joined by Nathan Lang-Raad for a wide-ranging conversation that threads together two hot-button topics: artificial intelligence and the science of learning. There’s excitement everywhere—some even say AI will revolutionize teaching and learning. But are we getting ahead of ourselves? Nathan and I explore the real benefits AI can … Continue reading S4E38: Nathan Lang-Raad on Learning Science and Artificial Intelligence
S4E37: John Tanner on Tests, College, and Cheating Scandals
In this episode of Progressively Incorrect, I sat down with a personal friend whose work I deeply respect: John Tanner. His leadership in education has weathered storms—most notably, false accusations of cheating after huge gains in achievement were obtained at his school. But what shines through is his steadfast belief in the life-changing power of … Continue reading S4E37: John Tanner on Tests, College, and Cheating Scandals
Why British Teachers Know Cognitive Load Theory – and American Ones Don’t
I was recently featured in an insightful piece by Greg Toppo, a seasoned education journalist whose work connects classroom practice with broader shifts in education policy. When Zach Groshell zoomed in as a guest on a longstanding British education podcast last March, a co-host began the interview by telling listeners he was “very well-known over in the … Continue reading Why British Teachers Know Cognitive Load Theory – and American Ones Don’t
Where PD Ends and Real Training Begins
Most professional development doesn't develop teachers. No one checks whether you can do the thing that you were supposed to learn at the workshop. In fact, it's rarely expected, beyond the occasional ice-breaker, that participants even participate. This is why my experience this week at the National Direct Instruction (DI) Conference, and its emphasis on … Continue reading Where PD Ends and Real Training Begins
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