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
Harnessing the Science of Learning
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
Direct Instruction Conference: No Flash, All Function
I’m in Eugene, Oregon this week, soaking up the scene at the National Direct Instruction Conference. It’s not a glitzy affair - there are no lanyard influencers here, no big-stage keynotes promising “Project Based Learning” or “21st century skills.” What you get instead is something rarer and more sustaining: Design. Delivery. Organization. Teachers rolling up … Continue reading Direct Instruction Conference: No Flash, All Function
Education Rickshaw 