Progressively Incorrect

Renowned math experts discuss teaching math emphasizing nonlinear presentation. They delve into research approaches and evidence-based practices. Exploring task levels in student engagement and behavior. Balancing conceptual understanding and procedural skills in math instruction. Fostering a growth mindset in math education and supporting teachers for effective practices.

Trisha Jha, an expert in educational policy and a key figure in Australia's Science of Learning movement, shares her insights on transforming education. She discusses the tension between romantic educational theories and evidence-based practices. Trisha examines the need for bridging research and practice to mitigate educational inequalities. She delves into cognitive science principles critical for effective teaching and critiques the shift toward individualistic curriculum design. Lastly, she advocates for structured learning environments that cater to diverse student needs.

Dr. Zach Groshell hosts Kurt Engelmann and Bryan Wickman in an episode highlighting Direct Instruction (DI). They discuss its origins, development, benefits, and its effectiveness in math instruction. The flaws of research-based programs and the revolutionary teaching approach of Zig Engelmann are also explored. Strategies for implementing DI in schools, including managing instructional groupings and involving staff members, are shared.

Kent Johnson and Andrew Kieta, who run Morningside Academy, discuss their unique approach to education with an emphasis on students with learning disabilities. They explore instructional strategies, grouping students based on needs, thinking aloud problem-solving, and the impact of their model on frustrated parents and students.

Welcome back to Progressively Incorrect. My name is Dr. Zach Groshell and, in this episode, we're going to be talking with one of my mentors of instructional coaching, Gene Tavernetti. Gene is the author of two John Catt Educational books, Teach Fast: Focused Adaptable Structured Teaching, and Maximizing the Impact of Coaching Cycles. He is … Continue reading S3E5: Gene Tavernetti on Making Instructional Coaching Work

In this episode we’re delving into the inspiring tale of a real-life classroom, aka ‘The Room Where It Happened’. This unique researcher-teacher partnership, which was documented in the book Powerful Teaching, helped children not only to learn more effectively and efficiently by leveraging the science of learning, but it armed them with knowledge of how … Continue reading S3E4: Patrice Bain on “The Room Where it Happened”

Today I have the great pleasure of bringing you a very special episode featuring two of my podcasting rivals, Craig Barton and Ollie Lovell. This episode is brought to you by John Catt Educational, which publishes some of the absolute best books in education. In addition to publishing Craig’s How I Wish I’d Taught Maths, … Continue reading S3E3: Craig Barton and Ollie Lovell on Tools and Tips for Teachers

Welcome back everyone to Progressively Incorrect. My name is Dr. Zach Groshell and, in this episode, we will be exploring the Math Wars and MTSS with Dr. Amanda VanDerHeyden. Subscribe to this podcast on…SpotifyGoogle PodcastsApple PodcastsWordPress This episode is brought to you by John Catt Educational, which publishes some of the best books in education, … Continue reading S3E2: Amanda VanDerHeyden on the Math Wars and MTSS

Welcome back to Progressively Incorrect. My name is Dr. Zach Groshell, and I have the great pleasure of welcoming Tom Sherrington and Oliver Caviglioli onto the podcast for the Season 3 premiere of this show. Subscribe to this podcast on…SpotifyGoogle PodcastsApple PodcastsWordPress Tom and Oliver are two UK-based educators who have collaborated on numerous projects … Continue reading S3E1: Tom Sherrington and Oliver Caviglioli on Instructional Coaching

Renowned cognitive scientist Dan Willingham discusses applying cognitive science to K12 education, exploring concepts like difference versus commonality in education, perspectives on open learning, the role of background knowledge in comprehension, and the relationship between natural learning and formal education.