I was recently invited to debate the merits of direct instruction and project-based learning with Drew Perkins on the TeachThought podcast. It was fun being back on the other side of the interview table after hosting so many consecutive episodes of Progressively Incorrect. There are a couple of tweaks I would make to my "performance" … Continue reading PBL or Direct/Explicit Instruction: What Works?
In this episode, I have the pleasure of interviewing Britain's "strictest" headmistress, Katharine Birbalsingh. Katharine is the founder of Michaela Community School, a secondary school in London that always seems to be mired in controversy. As other school leaders have sought to innovate their programs by opting for child-led learning and a softer touch to … Continue reading S2E12: Katharine Birbalsingh on Discipline and Traditional Education
This week I'm speaking with an all-around legend, Bradley Busch, co-author of The Science of Learning, 99 Studies that Every Teacher Needs to Know. Bradley works at InnerDrive, a UK-based professional development company that specializes in bringing the science of learning to life through fantastic visuals, workshops, and webinars. If you follow my blog, educationrickshaw.com, … Continue reading S2E11: Bradley Busch on Illuminating the Science of Learning
In this episode of the Progressively Incorrect podcast, I talk substitute and supply teaching with Broccoli Guy (real name: Jim Stewart Allen)! Broccoli Guy is a bit of a local celebrity over here in the Pacific Northwest of the United States. Tune in to any of the Seattle sports games, and the probability is high … Continue reading S2E10: Jim “Broccoli Guy” Allen on Substitute Teaching
Somehow, someway, we are already on episode 9 of season 2 of the Progressively Incorrect podcast! Today I have the absolute pleasure of talking with the incredible Nate Joseph, the author of the Scientific Principles of Teaching (check out this page for all his books) Nate is a fan of secondary meta-analysis, a methodology popularized … Continue reading S2E9: Nate Joseph on Meta-Analysis and the Scientific Principles of Teaching
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
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 a few short weeks, a book I'm featured in, Amplify Learning: A Global Collaborative, will be released. I'm the author of the chapter on assessment and feedback. On May 26, 2022, 7PM EST, I will be talking with the lead authors of the project about some of the assessment and feedback strategies that I … Continue reading Assessment and Feedback Strategies Livestream
Last week I attended a government-sponsored training on instructional video that began with three weird reasons for why teachers should use more instructional video: Instructional videos cater to students' learning stylesInstructional videos are more popular with students (i.e., they like them) than alternative methodsInstructional videos are the future of learning I'm sure fans of this … Continue reading Instructional Videos: Perfect for Learning Styles, Popular with Students, and THE FUTURE of Education!
If much of what we learned in teacher training was not very useful once we got to the classroom, and if some theories we were taught, like learning styles, were just plain false, it's tempting to conclude that theory has little to offer the busy teacher. Having used cognitive load theory to streamline my teaching, I can't agree.