Tag Archives: constructivism/direct instruction

The Benefits of Direct Instruction: Balancing Theory with Practice

When teachers hear that “research shows we should do X,” we have at least two broad questions: First Question: what’s the research? Second Question: what EXACTLY does X look like in the classroom? People who have the expertise to answer



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Pure Inquiry, Guided Inquiry, and PISA

A recent study looking at PISA data gives a fresh perspective on the Inquiry Learning debate. Continue reading



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Today’s Humble Pie: 206 Bones

I was wrong. Somewhere, teachers really do write down long lists of words to be copied. Trust me: that’s not what “direct instruction means.” At all. Continue reading



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Can a Neuromyth Result in a Truce?

Tom Sherrington wants to call a truce between PBL advocates and those championing direct instruction. In a recent essay, he presents the terms of the cease fire. Continue reading



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Inquiry- and Problem-Based Pedagogy: Dramatic Results in South America (?)

This study conclusively shows that good teaching is more effective than bad teaching. Continue reading



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