Why Explicit Instruction Works, with Zach Groshell

What does decades of research tell us about how students learn, and why do so many schools still move away from it? Dr. Zach Groshell returns for part two of our conversation about explicit instruction and the science of learning. This time, we move beyond instructional philosophy and look at the evidence behind clear modeling, guided practice, frequent checks for understanding, and the gradual release of responsibility. Zach explains findings from Project Follow Through, cognitive load theory, the worked example effect, teacher-effectiveness research, and Rosenshine’s Principles of Instruction. We also discuss how explicit instruction differs from lecturing, when inquiry and projects make sense, and why stations and small-group structures should serve a clear instructional purpose rather than become expectations for their own sake. The conversation also addresses some of the hardest questions schools face. How do you provide grade-level instruction when many students have significant prerequisite gaps? When should targeted intervention occur? What should leaders look for during classroom walkthroughs? And how can teachers increase participation through cold calling, choral response, turn and talk, mini whiteboards, and other opportunities to respond? Zach Groshell, PhD, is a teacher, instructional coach, education consultant, and the author of Just Tell Them: The Power of Explanations and Explicit Teaching. Learn more about Zach and his work: Just Tell Them: https://www.amazon.com/Just-Tell-Them-Science-Explanation/dp/103600368X Education Rickshaw: https://educationrickshaw.com/ The Direct Instruction Podcast: https://zachgroshell.wordpress.com/