Judith Hochman, founder of The Writing Revolution, joins Christine Teahan, co-director of academics, and Toni-Ann Vroom, co-CEO, to discuss transformative writing education. They delve into the success of explicit instruction techniques like the unelaborated paragraph strategy, aiding struggling students through structured practices. The guests highlight integrating writing across curricula and the cognitive load theory's role in learning. Their insights champion expository writing, empowering educators and building student confidence in communication.

Doug Carnine, a leading voice in evidence-based education and author of "Why Educators Resist Effective Practices," dives into the urgent need for effective teaching methods. He discusses systemic failures in education, particularly for low-income students, and the role of the Evidence Advocacy Center in promoting better outcomes. Carnine critiques curriculum decisions that prioritize aesthetics over learning efficacy and emphasizes the need for collaboration among stakeholders. He advocates for the Direct Instruction model and comprehensive training to empower educators and enhance educational standards.

In this engaging discussion, Gene Tavernetti, an expert in teaching and professional development, teams up with Zach Groshell to explore the crucial role of rehearsal in coaching. They delve into how modeling and interactive practice can transform professional development for teachers. The conversation highlights the importance of tailored coaching, constructive feedback, and building trust within educational environments. Additionally, they examine the delicate balance of providing feedback while maintaining teacher confidence, encouraging a supportive culture for continuous growth.

In this episode, I chat with Blake Harvard, aka The Effortful Educator, about applying cognitive psychology to the classroom. Blake and I presented together as part of the cognitive science strand at EdFest USA this year, and we share similar perspectives on the importance of bridging the gap between research and practice. In this interview, … Continue reading S4E18: Blake Harvard on Attention and Memory Constraints

In this episode, I chat with Kris Boulton, a legend in the space of translating principles of Direct Instruction (DI) into actionable steps for all teachers. It is such a great episode, with some very powerful messaging around the crucial role of the teacher in conveying and breaking down information so that all students can … Continue reading S4E17: Kris Boulton on Atomization, DI Principles, and Unstoppable Learning

In this episode, I catch up with Natalie Wexler to discuss her new book, Beyond the Science of Reading. Our wide-ranging conversation covers often underrepresented areas of the science of reading, including the importance of background knowledge for comprehension, cognitive load theory, and explicit writing instruction. Listen and subscribe to Progressively Incorrect on…SpotifyYouTubeApple PodcastsWordPress This … Continue reading S4E16: Natalie Wexler on Knowledge, Cognitive Science, and Beyond Phonics

Welcome back to Progressively Incorrect, a show sponsored by John Catt from Hodder Education and hosted by me, Dr. Zach Groshell. John Catt publishes some of the best books in education, including my book, Just Tell Them: The Power of Explanations and Explicit Teaching. https://www.amazon.com/Just-Tell-Them-Science-Explanation/dp/103600368X Listen and subscribe to Progressively Incorrect on…SpotifyYouTubeApple PodcastsWordPress This is … Continue reading S4E15: Brendan Lee and Zach Groshell on Effective Leadership

Kim Lockhart, an expert in the science of reading and advocate for evidence-based teaching, discusses the nuances of supporting second language learners. She emphasizes the importance of personalized teaching methods and explicit instruction to boost learning outcomes. The conversation highlights challenges in literacy education and the need for supportive leadership in schools. Kim also addresses engaging parents in literacy, focusing on reading aloud in home languages, and explores disparities in literacy resources between communities.

Should students be taught to count on their fingers? Today I am excited to bring you an interview with Catherine Thevenot. Catherine is a researcher at the Institute of Psychology at the University of Lausanne in Switzerland. Her work focuses on cognitive development, particularly in the area of numerical cognition and arithmetic skills in children. … Continue reading S4E13: Catherine Thevenot on Counting on Your Fingers

Welcome back to Progressively Incorrect. My name is Dr. Zach Groshell, and today I am excited to bring you an interview with Jan Hasbrouck, the keynote speaker at NIFDI’s 2025 National Direct Instruction Conference and Institutes. Dr. Hasbrouck is a renowned researcher and author with a distinguished career dedicated to improving literacy and educational outcomes. Dr. … Continue reading S4E12: Jan Hasbrouck on Reading Fluency and Direct Instruction