In this episode, I sit down with Alex Gingell to unpack what it actually takes to make instructional coaching work in a school. Alex explains why his first priority wasn’t improving teaching, but stabilizing behavior, curriculum, and trust—and why coaching can only succeed once those foundations are secure. We talk through how he used Steplab … Continue reading S5E11: Alex Gingell on Setting the Culture and Conditions for Effective Instructional Coaching
S5E10: Laura Doherty on the Baltimore Curriculum Project
In this episode of the Direct Instruction podcast, I’m joined by Laura Doherty, President and CEO of the Baltimore Curriculum Project (BCP)—Maryland’s largest operator of neighborhood, PK–8 public charter schools, and one of the longest-running Direct Instruction networks in the United States. For nearly three decades, BCP has been quietly doing something that many systems … Continue reading S5E10: Laura Doherty on the Baltimore Curriculum Project
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
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
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
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?
S5E06: Jessica Colleu Terradas & Jon Owen on Direct Instruction Without Borders
In this podcast episode, I’m joined by Jessica Colleu Terradas and Jon Owen, two international leaders bringing Engelmann’s Direct Instruction to life in Australia and the UK. This marks a milestone in the Direct Instruction Podcast—our first global double feature exploring what high-fidelity DI looks like beyond the United States. https://youtu.be/eIMhSdeOLsM?si=8w_Skb2LyMqcGg46 Jessica, based in Australia, … Continue reading S5E06: Jessica Colleu Terradas & Jon Owen on Direct Instruction Without Borders
S5E05: Anna Stokke on Where Math Education Went Wrong—and How to Fix It
In this episode of Progressively Incorrect, I’m joined by Anna Stokke—mathematician, professor, and host of the Chalk & Talk podcast. Anna has become one of the most influential voices calling for a return to clarity, structure, and evidence in math instruction. We explore how her conversations on chalk & talk have shaped—and sometimes challenged—her own … Continue reading S5E05: Anna Stokke on Where Math Education Went Wrong—and How to Fix It
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
S5E04: Marcie Samayoa on NGSS and Explicit Science Instruction
In this episode, I’m joined by Marcie Samayoa—science teacher, cognitive science enthusiast, and blogger of Scientists in the Making. Marcie shares the origin story behind her innovative classroom blog and explains how it grew out of a desire to make science learning more equitable, evidence-based, and joyful. We dive into some of the most persistent … Continue reading S5E04: Marcie Samayoa on NGSS and Explicit Science Instruction
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