Chalk & Talk Ep 10. Maximizing learning through explicit instruction with Zach Groshell
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Jun 29, 2023 Dr. Zach Groshell, an instructional coach and advocate for evidence-informed teaching, discusses expanding working memory, characteristics of successful explicit instruction, effective feedback, and teaching math through open-ended problems. They explore preparation for learning versus explicit instruction, the shift towards evidence-based instruction, and provide resources for further learning.
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Zach's Teaching Journey
- Zach Groshell initially embraced inquiry-based learning during his seven years teaching internationally.
- However, he observed students struggling, especially those with working memory or prior knowledge gaps, leading him to shift towards explicit instruction.
Defining Learning
- Learning is defined as a persistent change in long-term memory.
- Ideally, this change should be positive, transferable to new situations, and not merely a short-term performance boost.
Working Memory Limits
- Working memory limitations restrict the amount of information processed at once.
- Brain training games offer limited benefits, with improvements not transferring well to other tasks or lasting long.