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Ep 10. Maximizing learning through explicit instruction with Zach Groshell

The transcript for this episode is here.

Zach Groshell's website, podcast and other relevant links

Zach's website

Progressively Incorrect Podcast

Amplifying Instructional Design

Twitter: @MrZachG


Science of Math Facebook Group 

Working memory

Is working memory fixed or can it be trained? 

Explicit instruction

Clark, Kirschner, P. A., & Sweller, J.. (2012). Putting students on the path to learning: The case for fully guided instruction. American Educator. 36. 6-11.

Kirschner, Sweller, J., & Clark, R. E. (2006). Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching. Educational Psychologist, 41(2), 75–86.

Rosenshine, Barak. (2012).  Principles of instruction: Research-based strategies all teachers should know. American Educator. 36.: 12-19.

Productive struggle

Ashman, G., Kalyuga, S.,  & Sweller, J. (2020).  Problem-solving or Explicit Instruction: Which Should Go First When Element Interactivity Is High? Educational Psychology Review. 32.

Forrin, N. D., Huynh, A. C., Smith, A. C., Cyr, E. N., McLean, D. B., Siklos-Whillans, J., Risko, E. F., Smilek, D., & MacLeod, C. M. (2021). Attention Spreads Between Students in a Learning Environment. Journal of Experimental Psychology: Applied.

Trninic, Sinha, T., & Kapur, M. (2022). Comparing the effectiveness of preparatory activities that help undergraduate students learn from instruction. Learning and Instruction, 82, 101688–.

Recommendations for teachers

CESE: Cognitive Load Theory Practice Guide

Cognitive Load Theory in Action by Ollie Lovell

The Little Guide for Teachers: Cognitive Load Theory by Greg Ashman

Science of Math website

Credit to Jazmin Boisclair for this helpful resource page.

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