Zach Groshell Education, Language, Learning, Math, motivation, Progressively Incorrect, Research, Science of Learning

S4E26: Lynn Gaffney on Bridging Leadership and the Science of Learning

Today, I am thrilled to host Lynn Gaffney on Progressively Incorrect, a passionate educator and leader known for her deep commitment to bridging research and practice in schools. Lynn brings a wealth of experience and a sharp focus on the science of learning, using evidence-informed strategies to drive meaningful outcomes for students and teachers alike. … Continue reading S4E26: Lynn Gaffney on Bridging Leadership and the Science of Learning

Zach Groshell differentiation, Language, Learning, Math, motivation, PD, Science of Learning, Teachers, Workshops

A Free Webinar on Precision Teaching

Last year, Amanda VanDerHeyden, while interviewing for my podcast, began listing schools and organizations that had been championing the science of learning long before the term had entered our vernacular. Knowing I was from Seattle, she casually remarked, "And of course, you're familiar with Morningside Academy."No, I had never heard of Morningside Academy, nor the … Continue reading A Free Webinar on Precision Teaching

Zach Groshell Education, Inquiry, Language, Learning, Math, Progressively Incorrect, Science of Learning

S4E17: Kris Boulton on Atomization, DI Principles, and Unstoppable Learning

In this episode, I chat with Kris Boulton, a legend in the space of translating principles of Direct Instruction (DI) into actionable steps for all teachers. It is such a great episode, with some very powerful messaging around the crucial role of the teacher in conveying and breaking down information so that all students can … Continue reading S4E17: Kris Boulton on Atomization, DI Principles, and Unstoppable Learning

Zach Groshell Classroom management, differentiation, Education, Instructional coaching, Interviews, Language, Learning, Math, motivation, Research, Science of Learning, Student, Teachers

Defining Explicit Teaching and Direct Instruction

Something about the label, direct instruction, seems to conjure images of boring lectures. The change to using explicit instruction was probably, at least in part, an attempt to remedy this, just like how testing got changed to retrieval practice to avoid associations with standardized tests. Retrieval is still testing, and explicit instruction is still direct, … Continue reading Defining Explicit Teaching and Direct Instruction

Zach Groshell Education, Inquiry, Instructional coaching, Language, Learning, Math, motivation, Papers and Podcasts, Progressively Incorrect, Research, Science of Learning, Teachers, technology

S4E13: Catherine Thevenot on Counting on Your Fingers

Should students be taught to count on their fingers? Today I am excited to bring you an interview with Catherine Thevenot. Catherine is a researcher at the Institute of Psychology at the University of Lausanne in Switzerland. Her work focuses on cognitive development, particularly in the area of numerical cognition and arithmetic skills in children. … Continue reading S4E13: Catherine Thevenot on Counting on Your Fingers

Zach Groshell Classroom management, differentiation, Education, Instructional coaching, Interviews, Language, Learning, Math, motivation, Research, Science of Learning, Student, Teachers

The Literacy View & Lucy Calkins

I was recently invited to speak on The Literacy View, where we had a laugh and discussed some of the policies that are being put in place to filter out nonsense in some of the worst reading programs, like three cueing. We also sipped to our concerns that the gurus of balanced literacy past may … Continue reading The Literacy View & Lucy Calkins

Zach Groshell Classroom management, differentiation, Education, Instructional coaching, Interviews, Language, Learning, Math, motivation, Research, Science of Learning, Student, Teachers

Just Tell Them, Don’t Play Guessing Games

Today I was interviewed by Robert Pondiscio, who has hosted talks by me before. It will be a while before that article is published, so in the meantime, I thought I would share two media appearances of my new book, Just Tell Them: The Power of Explanations and Explicit Teaching. 1. Just Tell Them: A … Continue reading Just Tell Them, Don’t Play Guessing Games

Zach Groshell Classroom management, differentiation, Education, Instructional coaching, Interviews, Language, Learning, Math, motivation, Research, Science of Learning, Student, Teachers

Explicit Teaching: A Podcast and a Webinar

Training opportunity approaching!!! I am hosting a free instructional coaching webinar on November 25, 2024. Sign up here and join me and special guests to learn about Steplab’s platform and approach to responsive coaching. Several people have asked me recently if explicit teaching and structured learning is making a comeback. I cannot be sure, because the people who … Continue reading Explicit Teaching: A Podcast and a Webinar

Zach Groshell Classroom management, differentiation, Education, Interviews, Math, motivation, Papers and Podcasts, relationships, Student, Teachers

The teacher shortage shouldn’t mean we drop the ball in schools

I was recently interviewed by Education HQ. Follow this link to access the article: https://educationhq.com/news/the-teacher-shortage-shouldnt-mean-we-drop-the-ball-in-schools-leading-educator-165596/ Also, check out my new side project on Direct Instruction. https://zachgroshell.wordpress.com/category/direct-instruction-podcast/feed/

Zach Groshell differentiation, Education, Homework, Inquiry, Interviews, Learning, Math, motivation, Student, Teachers, Traditional Math Series

What is Traditional Math? Part 4

This is final installment of an interview series with Barry Garelick and J.R. Wilson about Traditional Math: An Effective Strategy that Teachers Feel Guilty Using. You can read Parts 1-3, here. It was a fun ride! Who should I interview next? Q4: How do you build motivation, self-concept and a growth-mindset in students using traditional … Continue reading What is Traditional Math? Part 4