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Just Tell Them: The Power of Explanations and Explicit Teaching by Zach Groshell
Erik Jahner, PhD
Erik Jahner, PhD

The sage-on-the-stage is not the enemy. For years, educators have been told that the best teaching happens when students discover knowledge for themselves. Zach Groshell, PhD, turns that assumption on its head. In Just Tell Them: The Power of Explanations and Explicit Teaching, he makes a bold case for something refreshingly straightforward—teachers should teach. Clear, explicit explanations aren’t just helpful; they’re essential. Backed by cognitive science and decades of research, Groshell dismantles the myth that “less teacher talk” means “more learning” and offers a compelling argument for direct instruction done right. His message? Good teaching isn’t about withholding information; it’s about equipping students with the knowledge they need to think critically, problem-solve, and truly understand what they’re learning.

groshell

I’ve seen many teachers, myself included, wrestle with the tension between explicit teaching and discovery learning. The belief that students learn best when they “figure it out” on their own is pervasive, but sometimes we may be asking them to construct knowledge without giving them the raw materials? Groshell’s book is a refreshing reality check, and I found myself nodding along as he unraveled the myth.

The book is structured around key principles of effective explanation, each grounded in research and practical application. Groshell starts with an overview of human cognitive architecture—how working memory and long-term memory shape learning—to explain why clear explanations matter. Students aren’t blank slates; they need structured guidance to process new material without overload.

One of the book’s greatest strengths is its focus on the worked-example effect, a well-documented phenomenon demonstrating that students learn more effectively when they see step-by-step demonstrations before being asked to apply their knowledge. Groshell explores ways to maximize clarity—eliminating vagueness, using visuals effectively, and reinforcing understanding through interaction. His candid reflections on his early teaching missteps make even the more technical discussions feel relatable and engaging.

Beyond simply telling, Groshell lays out a structured approach to explanation, covering interactive techniques like choral response and student self-explanations, alongside the power of visuals, strategic questioning, analogies, and storytelling to make concepts more memorable. His discussion of erroneous examples, where students learn by identifying and correcting mistakes, is particularly compelling.

A particularly valuable section details the Explain and Release model, which follows the ‘I do, We do, You do’ approach—gradually shifting responsibility from the teacher to the student as they gain expertise. This aligns with cognitive load theory, emphasizing that novices require structured support, while experts benefit from increasing independence. Groshell references the expertise reversal effect, illustrating how instructional methods should evolve as students grow more proficient—moving from explicit guidance to independent problem-solving.

Groshell’s writing is refreshingly candid, filled with humor and engaging insights. He reflects on his early preference for student-led discovery and how he came to embrace explicit teaching as a necessity. As I read, I couldn’t help but think of the countless times I’ve watched students breathe a sigh of relief when a difficult concept was finally explained clearly.

Another key focus of the book is creating the right conditions for explanation. Groshell discusses managing student attention by minimizing distractions, reducing classroom clutter, and banning cell phones to improve focus. He argues that classroom seating arrangements and behavior management directly impact how well students absorb explanations.

For educators who have been told to minimize their role as the sage on the stage, this book offers a persuasive counterpoint. It reaffirms the value of direct instruction while advocating for its thoughtful application—explanations should be clear, concise, interactive, and strategically designed to maximize learning. Groshell’s insights are invaluable for teachers, instructional coaches, and education professionals looking to refine their approach.

Ultimately, Just Tell Them is a must-read for educators seeking to optimize their instructional practices through cognitive science. If students could absorb complex concepts without explicit guidance, would we even need teachers? Groshell doesn’t just advocate for explanations—he makes them impossible to ignore. This is a practical, research-driven, and accessible guide that dismantles myths about teacher talk while empowering educators. After reading this book, you’ll never see explanation the same way again.

Teaching & Learning Illuminated by Bradley Busch, Edward Watson, & Ludmila Bogatchek
Erik Jahner, PhD
Erik Jahner, PhD

Teaching and Learning Illuminated_FAW.inddFrom The Science of Learning, Bradley Busch, Edward Watson, and Ludmila Bogatchek have kicked it up a notch in this fresh innovative presentation of Teaching & Learning Illuminated: the Big Ideas Illustrated.

While revamping my college course, I was given this book, and suddenly, prepping felt less like a chore and more like rediscovering the excitement of teaching—like stepping into a bookstore where every title holds the promise of a new perspective. But this isn’t a collection of gimmicks; it’s a book designed to challenge and refine your thinking, helping you sharpen your teaching practice with the most well-supported research. If The Science of Learning is the blueprint, this follow-up book is the user-friendly manual, packed with visuals that make big ideas click. Teaching is a constant process of adapting, and Teaching & Learning Illuminated acts as both a guide and a catalyst, helping you build on your knowledge while freeing your mind to think in new and innovative ways.

What makes this book unique is how it presents information. The graphics aren’t just illustrations; they are well-designed thinking tools that clarify teaching principles backed by decades of research. Each topic is covered in a two-page spread, pairing a full-page visual with a clear, concise explanation. This format simplifies complex ideas while easing the cognitive load, allowing us to imagine how these concepts playout in the classroom. The graphics encourage deeper thinking, serving as both inspiration and a framework for instructional design.

Every illustration invites reflection—from the key takeaways of retrieval, interleaving, and cognitive load theory to Rosenshine’s principles, thinking biases, and fostering motivation and resilience. These visuals do more than convey information; they prompt us to reconsider our approaches and apply insights in new ways.

One of the most practical aspects of this book is how versatile the visuals are. I’ve used them not just for lesson planning but also as quick reference points throughout the day. Even better, the book includes access to high-resolution downloadable posters, which I’ve printed and placed in my workspace. These serve as constant reminders of strategies I want to implement, keeping important ideas at the forefront of my practice.

One of the challenges of learning effective teaching practices is the sheer volume of ways to improve, which can easily lead to analysis paralysis. This book strikes the perfect balance, providing just enough challenge to keep you engaged while offering the right support to help you apply new strategies and explore with confidence.

This book doesn’t just present research-backed insights—it makes them actionable and memorable. The visuals don’t just explain concepts; they stick with you in a way that words alone often can’t. They leave a lasting impression, nudging your thinking in new directions and helping your mind wander constructively.

What stands out most about Teaching & Learning Illuminated is how it refreshes the way we think about teaching. It’s not just another book—it’s a resource that makes cognitive science visible, tangible, and usable. Whether you’re a seasoned educator or just starting to integrate research-based strategies, this book makes it easier to turn theory into practice. It’s insightful, engaging, and a must-have for any educator eager to turn research into real classroom impact and illuminate their practice.

Making Room for Impact by Arran Hamilton, John Hattie, and Dylan Wiliam
Erik Jahner, PhD
Erik Jahner, PhD

Making-room-for-impactTime to make time to teach effectively and efficiently by digging into your practice with this insanely useful guide written by Arran Hamilton, John Hattie, and Dylan Wiliam. Making Room for Impact: A De-implementation Guide for Educators is not only for instructors; it’s for anyone associated with any level of education from teachers to researchers and administrators who want to make sure “what works” is not just added to the teacher workload but practices are sifted and dialed-in improving student, parent, and instructor lives and educational experiences.

This book is a powerful resource that promises to reshape your thinking and processes in terms of time, money, and effort. The authors highlight a common issue: while we continuously add new practices in hopes of becoming more effective, we seldom revisit, streamline, or remove outdated ones. The result is a longer workweek filled with stress, frustration, and a sense that even if you are getting things done, you’re not doing them well. But here is a systematic instruction manual to increase efficiency in education practice backed by evidence and scaffolded with useful tables, summaries, surveys, and diagrams from experts who have compiled and evaluated reduction philosophies and their implementations across the world.

The book provides a clear rationale for de-implementation, outlining the problems in current systems and the unrealized potential of reducing waste. The initial chapters set the stage with research and international comparisons, giving you and your institution a strong foundation to begin the practice. Its powerful simplicity and clear message guide readers through evaluating and individualizing processes for their unique contexts, akin to a “getting things done” approach for education. The main ideas are encapsulated in the four Rs of de-implementation:

  • Remove: Eliminate useless or less useful practices.
  • Reduce: Decrease the overuse of certain practices.
  • Re-engineer: Simplify non-essential practices by reducing complexities, steps, or time.
  • Replace: Swap out practices with more efficient and effective ones.

But how do you do this? The means are made clear through a four-step process to streamline your practices while still considering your unique context and current practices.

First, you’ll Discover your current practices, evaluating their effectiveness and understanding what is needed. Then armed with this information, you Decide which of the four Rs to apply. The book guides you through sorting and sifting your existing practices, evaluating their original goals, and determining if they still meet those goals. Detailed guidelines and over 80 potential methods are provided to assist you in this process, allowing you to choose approaches that best fit your context. Next, you’ll envision what the final product will look like and identify pathways to achieve it. The third step is to De-implement, where you bring your plans to life, monitor progress, and prepare for potential setbacks by deploying countermeasures. Finally, you Re-decide, evaluating the success of your de-implementation efforts and making necessary adjustments, emphasizing ongoing evaluation and adjustments to ensure sustainability and expansion.

Numerous case studies throughout the book illustrate these practices in action, making the concepts easier to understand and apply. The figures and tables are instructive and easy to read helping you visualize the process, building a deep understanding of both the philosophy and the practice. A number of these charts and chapters will be reread by you over the years as you internalize the philosophy and hone your practice. The appendices should not be neglected, they are invaluable, offering a “Shopping List” of over 80 de-implementation opportunities, an overview of 50+ cross-disciplinary research studies supporting de-implementation practices, insights into lean and six-sigma approaches, and 50+ tried and true methodologies for implementation from various fields.

The authors also recognize the real school situation—the institutionalization of inefficient and ineffective processes and the political implications of challenging existing views. They respect the psychological challenge of changing personal habits and guide you through both the personal and professional process of de-implementation.

By implementing these practices, you can save time, reduce workload, and improve your work-life balance. Even if learning outcomes remain stable (although they will likely improve), you’ll have more space to evaluate and update practices over time. Ultimately, these strategies are designed to make your day more effective, reduce stress, increase productivity and focus, and allow for necessary adjustments, with the overarching message that less can indeed be more. Not only are these authors giving you back valuable teaching time, but giving you back hours of lost personal time for yourself and your family.

The Goldilocks Map by Andrew Watson
Erik Jahner, PhD
Erik Jahner, PhD

The Goldilocks Map: A Classroom Teacher’s Quest to Evaluate ‘Brain-Based’ Teaching Advice is an entertaining and eye-opening conversation that seeks to help the reader develop a way of thinking that is sorely missing in today’s discourse around teaching and the brain. It is often stated that we need to be critical consumers of brain-based research as we apply it to the classroom; this book gives a roadmap showing us how. Andrew Watson takes us on this “quest” that reflects his 16 years of teaching experience and subsequent “Mind, Brain, Education” degree. The coaching in this book is an essential introduction for the developing teacher, the experienced teacher seeking to develop their understanding, as well as the experienced researcher who could always use a course in effective translation and writing. The experience Watson offers is delightful for all.

Andrew Watson embeds this search for understanding of the Neuroscience and Psychology of education through a playful and humorous narrative. For some readers, embedding neuroscience in the quests of Aladdin, Goldilocks, and Middle Earth may be off-putting. But seriously, you need to relax a bit and enjoy. In fact, accepting this narrative style is an essential element in disarming our pretentious mindsets and allows one to approach this field with an authentic search for understanding and intellectual transparency while still embracing the simple joys of good storytelling.

The book is not an encyclopedic rehashing of implications of neuroscience for education, but it fills an important gap.  Through a series of deep dives into themes such as environmental enrichment, spaced learning, and music in education, the reader is coached on how to locate, evaluate, and communicate research around these topics and more. As someone who regularly translates between neuroscience and education, I found the book refreshing and very useful.

One of the books greatest strengths is its attention to language use in research and translation. Watson highlights the word use and phrasing used by advocates for neuroeducation and calls our attention to some of the ridiculousness in original publications as well as our subsequent attempts to explain this research to colleagues. However, he does not diminish the research but elevates it by revealing the intention behind published words making the research more accessible. Without careful intention, we may catch ourselves and our peers exercising some common missteps by using language to obfuscate our lack of understanding or to add gravitas to otherwise empty phrases. I guarantee that you will humbly find your own words reflected in these pages and gain strategies to communicate more effectively.

Watson also is taking us on an active quest of discovery by not seeking our passive acceptance of research and application. Each chapter empowers the reader, as a member of the mind, brain, education community, to engage the community with a sense of exploration. Teachers are not simply consumers of research; the translation they enact brings to bear their expertise in acts of community involvement that make this research living. In my opinion, researchers are too often placed on pedestals and some researchers hide in their ivory towers of academia. Here we have the tools to pull this community together and flatten the illusion of a hierarchy.

There are also plenty of unanticipated “gems” in this book that will inspire you to take a moment to go on your own exploratory journey to accompany the pages. I found myself on many occasions pulling up a suggested web resource and learning something new or exploring an article I previously read out of pure curiosity inspired by these pages. I frequently jotted down particularly important turns of phrase and thought experiments that I could put to immediate use in my own scientific practice to not only make my work easier to understand for others but also to help make my own goals transparent to me.

This intellectual, entertaining, and often humorous engagement with the field is just what we all needed – useful as an introduction and useful to get us back on track.

The Power of Making Thinking Visible: Practice to Engage and Empower all Learners by Ron Ritchhart and Mark Church
Rebecca Gotlieb
Rebecca Gotlieb

Imagine how schools might be different if educators focused on the process rather than product of students’ thinking and tried to support students’ disposition to think. Ron Ritchhart, Senior Research Associate and Principal Investigator at Harvard Project Zero, and Mark Church, consultant with Harvard Project Zero, argue for this shift in The Power of Making Thinking Visible: Practice to Engage and Empower all Learners. This book offers innovative teaching practices, each illustrated with real world examples, for supporting students’ deep learning and cultivating habits of mind for productive engagement with other people, ideas, and actions.

Ritchhart and Church make a compelling case that teaching with a focus on making thinking visible can transform students’ learning experience by giving them more agency and thus greater feelings of engagement, deepening their understanding (measured in both standard and non-standard ways), enhancing formative assessment, and ultimately supporting their intellectual character so that they will be lifelong learners, prepared for all they will encounter beyond school.

There are many tools that teachers can use to make thinking visible, and part of teachers’ and students’ task is to develop skill in understanding which thinking tools are appropriate for a given context. The authors focus on 18 routines for making thinking visible.  They explain the purpose of the routine, the contexts in which it is appropriate to use the routine, steps to implementation and possible variations, and how to assess students’ use of the thinking routine. They also offer compelling and informative examples of the use of the routine in diverse classroom settings. Routines are aimed at increasing questioning, noticing, empathic listening, perspective taking, observing, documenting, and planning. Some routines seek to support students in reasoning with evidence, synthesizing, reflecting, identifying core concepts, considering possibilities, exchanging ideas, receiving feedback, and appreciating truth and beauty.

It is possible to make thinking visible across all academic subjects and domains. Advancing students’ thinking skills in a domain can help students master curricular content more efficiently.

Especially with the examples and instructions provided in this book it can be easy to implement these thinking routines, but doing so well can remain a challenge. Teachers benefit from developing an understanding of when and where deep thinking is needed, noticing it as it emerges, cultivating students’ thinking when they are doing it, and reflecting on how to embed more deep thinking opportunities into the learning experiences of students. Teachers who are skilled at supporting thinking set long-term learning goals for students, listen and respond to students, remain flexible, set high expectations, and believe in the transformative power of teaching thinking skills. Focusing too much on a short-term daily agenda or scheduling class time too densely can be counterproductive. Given the difficulty associated with teaching to make thinking visible and the fact that teachers’ own growth and development as educators takes time and experience, it is important for educators to support one another in the process of making thinking visible. Ritchhart and Church suggest ways to facilitate teachers in supporting one another in developing this skill.

The Power of Making Thinking Visible is an extremely practical, usable guide for educators to support students in honing sharp minds. To learn more about supporting the process of thinking, see Creating Cultures of Thinking, also by Ron Ritcchart.

Ritchhart, R., & Church, M. (2020). The power of making thinking visible: practices to engage and empower all learners. John Wiley & Sons.