Why These Teachers Are Taking A Second Look At Direct Instruction and the Science Behind It

In this introductory episode, Jon discusses the concept of direct instruction with four experienced educators. They explore the definition of direct instruction, its effectiveness, common misconceptions, and actionable tips for teachers looking to implement these strategies in their classrooms. The conversation emphasizes the importance of clarity, engagement, and the role of the teacher as a content expert in facilitating student learning. Follow on Twitter: @MmeLockhartLDS @beanie0597 @StamStam193 @mrzachg @jonHarper70bd @bamradionetwork Beanie Geoghegan is the Manager of Solutions and a Co-Founder of Freedom in Education. She works closely with educators to develop and implement solutions that align with the organization’s mission to restore excellence in K–12 education. With over two decades of experience as a teacher, parent, volunteer, and advocate, Beanie brings a deep understanding of classroom dynamics and instructional effectiveness. Zach Groshell, PhD is a highly distinguished teacher, instructional coach, and education consultant. Zach is based in Seattle, WA and works with schools nationwide and internationally to develop high quality instruction based on the science of how kids learn. Zach is the author of the book Just Tell Them, hosts the podcast, Progressively Incorrect, and is active on Twitter (@mrzachg). Laura Stam is a 3rd-grade teacher in Thermopolis, Wyoming. She is a 2024-2025 Goyen Fellow and a founding board member of The Reading League Wyoming. Kim Lockhart is an elementary classroom teacher and Special Education Teacher, with a passion for helping students with reading and writing difficulties through science-based instruction. Following the completion of her Master of Education, Kim worked for the Ontario Ministry of Education to revise the Langauge curriculum document to align with the reading research and then began working, part-time, as a course instructor at Vancouver Island University where she teaches the evidence-based strategies she wishes she’d been taught in Teachers College. Kim lives by the words “prevention before intervention” and aims to ensure as many teachers as possible graduate from their Teacher training program with the knowledge they need to be knowledgeable, confident and successful classroom teachers.