In this episode of Progressively Incorrect, Zach Groshell and Bradley Arnold discuss "The Classroom Management Field Can't Stop Chasing the Wrong Goal" by Alfie Kohn (@alfiekohn). Brad suggests that in an ideal world progressive ideas of classroom management would be enough, but that we live in the real world. Zach wonders what use it is to live in any other world but the real world, and shares some of the real world strategies he's used for classroom management.
S1E5: Minding the Knowledge Gap by Daisy Christodoulou
Wielding a popular inquiry cycle, Zach attempts to demonstrate that progressive thought encourages teachers to devalue knowledge, while Brad is reminded of (bad) teachers from his education who drilled isolated facts without helping students make connections between the facts.
S1E4: Group Work for the Good by Tom Bennett
Zach Groshell and Bradley Arnold discuss "Group Work for the Good" by Tom Bennett (@tombennett71). Both agree that group work should be highly structured, but disagree on the extent that it should be used.
S1E3: Teaching digital media in a systemic way, while accounting for non-linearity by Teodor Mitew
In this episode we discuss "Teaching digital media in a systemic way, while accounting for non-linearity" by Teodor Mitew (@tedmitew)
S1E2: 5 Meanings of Direct Instruction by Barak Rosenshine
In this episode of Progressively Incorrect, Zach Groshell and Bradley Arnold discuss "5 Meanings of Direct Instruction" by Barak Rosenshine.
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.
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?
5 Research Articles for Amplifying Assessment and Feedback
I'm excited to announce that I am contributing a chapter on assessment and feedback for the upcoming book, Amplified Learning: A Global Collaborative! The book has quite an interesting concept: Each chapter begins by capturing the experiences of the contributing teacher through vignettes and examples before transitioning into the supporting research on a particular topic … Continue reading 5 Research Articles for Amplifying Assessment and Feedback
Teaching during COVID: Big Ideas and Eclectic Voices
Sometime at the beginning of January, a leader at my school in China who is in charge of these sorts of things informed us that there was a small outbreak of the Coronavirus in a nearby province called Hubei. Few of the expat teachers at the meeting, me included, knew where that was. With the … Continue reading Teaching during COVID: Big Ideas and Eclectic Voices
Do Teachers Need Research to Be Good Teachers?
Seasoned teachers know a lot about how to do their jobs, and can generally execute the default instruction that we're all familiar with pretty well. Practical knowledge of this kind is sometimes referred to as craft knowledge or wisdom of practice, and it forms the basis of some national teaching assessments (Leinhardt, 2007). While craft knowledge includes … Continue reading Do Teachers Need Research to Be Good Teachers?
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