The phrase “chasing the dragon” refers to the classic cycle of addiction. People keep chasing the dragon not because it’s working, but because they’re convinced the payoff will eventually come — if only they keep trying. (I’ll spare you a digression into my history with the game of golf.) Teachers are told to chase the … Continue reading Stop Asking Teachers to Chase the Discovery Dragon
S5E09: Marty Siegel on Direct Instruction Engineering and the Future of EdTech
In this episode of Progressively Incorrect, I’m joined by Marty Siegel, Professor Emeritus of Informatics and Instructional Systems Technology, and a pioneer whose career bridges early Direct Instruction, large-scale computer-based learning, human–computer interaction, and the emerging world of AI-driven instruction. Marty began his career at the University of Illinois in the 1960s, right at the … Continue reading S5E09: Marty Siegel on Direct Instruction Engineering and the Future of EdTech
Why Direct Instruction Remains Relevant Today
Direct Instruction—note the capital D and I—is the OG of explicit teaching. Back in the mid-1960s, folks at the University of Illinois and later at Oregon arrived at a simple but essential insight: better teaching leads to better learning. As Siegfried Engelmann liked to point out, if students didn’t learn it, the teaching didn’t happen. … Continue reading Why Direct Instruction Remains Relevant Today
Science of Learning Jargon And Element Interactivity
A possible barrier to the science of learning movement is that there are potentially a lot of research terms and definitions that need to be learned in order to communicate clearly with one another. On the one hand, the pursuit of a shared language among educators is worthwhile. If when you say productive struggle, I … Continue reading Science of Learning Jargon And Element Interactivity
The Escape Room Problem With Collaborative Cognitive Load Theory
Every so often, someone who knows I’m a fan of Cognitive Load Theory brings up its collaborative offshoot, Collaborative Cognitive Load Theory (see Open Access Article here), and wonders what I think. Given the attention Cognitive Load Theory researchers have given to collaboration, you might assume I’d be a big believer in it. After all, … Continue reading The Escape Room Problem With Collaborative Cognitive Load Theory
S5E08: Doug Lemov on “What to Do” and Active Observation Techniques
In this episode of Progressively Incorrect, I’m re-joined by Doug Lemov—author of Teach Like a Champion and The Coach’s Guide to Teaching, and one of the most influential figures in the history of education. Doug has spent decades studying what the best teachers do differently—turning the art and science of teaching into something that can … Continue reading S5E08: Doug Lemov on “What to Do” and Active Observation Techniques
Join the “Results Now 2.0” Book Study
I’m excited to announce an upcoming book study on Results Now 2.0 by Mike Schmoker — a powerful, practical look at what truly drives student learning and school improvement. I’ll be leading the discussion with educators from Watertown School District, which you can learn more about in this podcast: S4E26: Lynn Gaffney on Bridging Leadership … Continue reading Join the “Results Now 2.0” Book Study
S5E07: Denarius Frazier on Belonging, Rigor, and Scaling Effective Teaching
In this episode of Progressively Incorrect, I’m joined by Denarius Frazier—Regional Superintendent of Instruction at Uncommon Schools, co-author of Reconnect: Building School Culture for Meaning, Purpose, and Belonging, and perhaps the best teacher ever captured on film. Link to blog and video Denarius is one of the most thoughtful and influential voices in the Teach … Continue reading S5E07: Denarius Frazier on Belonging, Rigor, and Scaling Effective Teaching
Education is a Pendulum of Fads
If you’ve ever wondered why education seems doomed to repeat itself—why each decade brings another “new” idea that’s really just an old one with different branding—you’ll appreciate what Doug Carnine has to say. Carnine, a longtime advocate for evidence-based teaching (and a guest on a very popular episode of Progressively Incorrect), argues that our field … Continue reading Education is a Pendulum of Fads
What’s With the Names?
Every once in a while, I get asked some version of: “Zach, what’s with your titles?” Progressively Incorrect? Education Rickshaw? Just Tell Them? Let me take a moment to unpack the chaotic branding I’ve cobbled together over the years— each name basically a timestamp from a different era of my teaching life, rooted in references … Continue reading What’s With the Names?
Education Rickshaw 
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