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
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
Direct Instruction Embodies the Science of Learning
In one of my more popular posts, I argued that we need to do better than just nod politely at Direct Instruction (DI). Cognitive Load Theory is honored through DI’s ruthless efficiency: every word is deliberate, every example intentional, every new piece of content layered step by step to keep working memory clear and focused. … Continue reading Direct Instruction Embodies the Science of Learning
Education Rickshaw 
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