Progressively Incorrect

In this episode, Zach flies to the Midwest to meet up with Brad to tape a road trip edition of Progressively Incorrect. Along the way, the duo stop at the highest point of Ohio, the first paved road in the USA, and find (some) common ground in their debate over progressive versus traditional ideas in education.

In this episode of Progressively Incorrect, Zach Groshell and Bradley Arnold discuss "On Students’ (Mis)judgments of Learning and Teaching Effectiveness" by Shana Carpenter and colleagues. While it may be popular to collect student opinion on instructional matters, there is often a conflict between what students think is effective and what is actually effective. We discuss many of the ways that student opinion can have negative or positive effects on the quality of students' education.

In this episode of Progressively Incorrect, Zach Groshell and Bradley Arnold discuss "The Dynamic Tension at the Core of the Grammar of Schooling" by David F. Labaree (@DLabaree). The discussion has us both acknowledging that organizational needs - i.e., what is doable - often prevent large-scale changes to the "grammar of schooling", such as age-graded classrooms, teacher-centered instruction, and a decentralized curriculum.

In this episode of Progressively Incorrect, Zach Groshell and Bradley Arnold discuss a New York Times article by John Dewey with the headline, "Dewey Outlines Utopian Schools." Much of the discussion revolves around whether any of Dewey's utopian ideas could be realistically implemented in the world we live in, and both of us question whether informal interest-based learning without a core curriculum would do more harm than good.

In this episode of Progressively Incorrect, Zach Groshell and Bradley Arnold discuss "The Classroom Management Field Can't Stop Chasing the Wrong Goal" by Alfie Kohn (@alfiekohn). Brad suggests that in an ideal world progressive ideas of classroom management would be enough, but that we live in the real world. Zach wonders what use it is to live in any other world but the real world, and shares some of the real world strategies he's used for classroom management.

Wielding a popular inquiry cycle, Zach attempts to demonstrate that progressive thought encourages teachers to devalue knowledge, while Brad is reminded of (bad) teachers from his education who drilled isolated facts without helping students make connections between the facts.

Zach Groshell and Bradley Arnold discuss "Group Work for the Good" by Tom Bennett (@tombennett71). Both agree that group work should be highly structured, but disagree on the extent that it should be used.

In this episode we discuss "Teaching digital media in a systemic way, while accounting for non-linearity" by Teodor Mitew (@tedmitew)

Barak Rosenshine, educational researcher and author, joins Zach Groshell and Bradley Arnold to discuss the 5 meanings of direct instruction. They explore teacher-led strategies, cognitive approaches, and the Rose and Shine teaching style. They also discuss the role of pre-assessments in building knowledge and the benefits and concerns of different teaching approaches, such as inquiry-based learning. Additionally, they reflect on the drawbacks of specific instruction and emphasize the importance of clarity. Lastly, they highlight the significance of interactive full system direct instruction in conferences and teacher training sessions.

John Sweller, an expert in education and cognitive psychology, discusses the impact of inquiry-based approaches on students' learning. Topics include the role of teacher-led instruction, the worked-example effect, balancing different teaching approaches, and the importance of guided inquiry learning.