Direct Instruction Is About Adding Things In

There is a philosophical difference between thinking what it is that you want students to be able to achieve, then taking something away for them to discover or work out for themselves. So there's a pivot point in my head, you're either taking something away or you're adding something in. And I don't think you can reconcile those two positions. It's kind of like in in your many words in my book, and it tends to come from 30, we say kind of like based upon Charlie Reiglitz elaboration theory. You begin with the simplest whole task and you give quite a lot of support and guidance, even with that simplest of all tasks.