Progressively Incorrect

Joining the conversation is Marcie Samayoa, a passionate high school chemistry teacher and science-of-learning advocate behind the blog Scientists in the Making. She shares her journey of making science education equitable and engaging. Marcie explains how she translates cognitive science into classroom practices, emphasizing explicit instruction for complex concepts. She discusses the balance between inquiry and foundational knowledge, offering strategies for effective labs and reducing misbehavior through structured teaching. Her insights highlight the importance of supporting novice teachers in implementing evidence-based instruction.

John Mighton, a mathematician, playwright, and founder of JUMP Math, shares his vision for transforming math education. He challenges the misconception that only certain students can succeed in math, emphasizing the need for equitable teaching approaches. Mighton discusses personal breakthroughs in self-teaching and critiques common instructional errors that hinder learning. He offers practical steps for schools to implement JUMP Math, underscoring that improving math confidence is key to student success.

In this powerful episode, I’m joined by two of the most influential voices in literacy education today—Linda Diamond and Paige Pullen. With decades of experience in education, Linda and Paige bring clarity to the evidence-based education movement and the science of reading in particular. Together, we dive into their framework of three interrelated sciences—Learning Science, … Continue reading S5E02: Linda Diamond & Paige Pullen on Connecting Learning, Literacy, and Instruction

In this engaging discussion, Greg Ashman, a prominent voice in education and advocate for explicit instruction, shares insights from his journey in the UK and Australia. He critiques the dichotomy between explicit teaching and inquiry-based learning, arguing for their complementary roles. Ashman dives into cognitive load theory and its impact on mathematical problem solving, advocating for structured teaching approaches. He also addresses challenges in teacher preparation and the need for educators to have a voice in shaping effective teaching methodologies.

In this episode of Progressively Incorrect, I’m joined by Dr. Shawn Datchuk, a leading researcher who’s helped shape how we think about sentence construction for struggling learners. Drawing from the literature on Precision Teaching and Direct Instruction, Shawn shares how timed practice and explicit strategies can accelerate mastery in writing, especially for students with learning … Continue reading S4E39: Shawn Datchuk on Teaching Sentence Construction with Precision

In this episode of Progressively Incorrect, I’m joined by Nathan Lang-Raad for a wide-ranging conversation that threads together two hot-button topics: artificial intelligence and the science of learning. There’s excitement everywhere—some even say AI will revolutionize teaching and learning. But are we getting ahead of ourselves? Nathan and I explore the real benefits AI can … Continue reading S4E38: Nathan Lang-Raad on Learning Science and Artificial Intelligence

In this episode of Progressively Incorrect, I sat down with a personal friend whose work I deeply respect: John Tanner. His leadership in education has weathered storms—most notably, false accusations of cheating after huge gains in achievement were obtained at his school. But what shines through is his steadfast belief in the life-changing power of … Continue reading S4E37: John Tanner on Tests, College, and Cheating Scandals

Join Kurt Engelmann, a key advocate at NIFTI, and Bonnie Grossen, a retired educator and co-developer of the higher-level language programs, as they delve into the transformative power of Full Immersion Direct Instruction. They discuss how structured learning environments boost student performance, especially in high-poverty areas. The conversation highlights the importance of flexible grouping, on-site coaching, and the pivotal role school leaders play in overcoming challenges. Personal anecdotes reveal how tailored approaches can significantly enhance student engagement and success.

In an engaging discussion, Marcy Stein, an emeritus professor of special education, shares insights on Direct Instruction (DI) and its compatibility with Multi-Tiered Systems of Support (MTSS). Stephanie Stollar, an educational consultant, highlights the importance of data and flexibility in MTSS to improve reading outcomes. Diane Kinder, a veteran in teacher preparation, emphasizes how DI methods can effectively align university training with classroom success. They explore the transformative power of evidence-based instruction and the joy of teaching.

In this episode of Progressively Incorrect, I’m joined by Jonah Davids. Jonah and I met while participating in a panel discussion around declining behavior in schools (listen here), which led me to invite him to discuss the evidence base behind Restorative Justice and Social-Emotional approaches in education. Are we on track or has there been … Continue reading S4E34: Jonah Davids on the Debates Over Restorative Justice and SEL