Progressively Incorrect

Richard Wheadon, an education consultant and author of Teaching Learning Habits, shares why he returned to classroom teaching to rebuild routines and credibility. He discusses call-and-response techniques, teaching paired talk, and the struggle to sustain routines without whole-school buy-in. He also explores making cognitive science tangible for students and explicitly teaching habits that support independent learning.

Adam Robbins, England-based secondary science teacher and author with 22 years in classrooms, discusses why improving teaching is so hard. He explores inspection pressures, how observations can be more useful, and the role of coaching, routines, and deliberate practice. Conversation highlights competing incentives, culture work, and practical structures schools can use to support better instruction.

My name is Dr. Zach Groshell and welcome to my podcast! This season, I continue to explore the science of learning—especially what the work actually looks like when schools try to build their instructional models around it. We talk a lot about evidence-based practice in education, but far fewer conversations focus on how schools implement … Continue reading S5E21: Inwood Academy Pioneers the Science of Learning

Welcome back to Progressively Incorrect, a show sponsored by John Catt from Hachette Learning and hosted by me, Dr. Zach Groshell. My guest today is Christopher Such, literacy expert, former primary teacher, and author of Primary Reading Simplified. Chris makes his epic return to the show to tackle several debates currently shaping reading instruction in … Continue reading S5E20: Christopher Such on Action Steps for Reading and the Latest Literacy Debates

Welcome back to Progressively Incorrect. I’m your host, Dr. Zach Groshell. This season, I’ve been diving deeply into writing instruction — what the research actually says, where classroom practice often drifts, and what it truly takes to help students become confident, capable writers. Writing is one of the most cognitively demanding things we ask students … Continue reading S5E19: Leslie Laud on Writing Instruction and Self-Regulated Strategy Development

Ian Kelleher, longtime science teacher and Co-director of CTTL who builds teacher-facing resources. Glenn Whitman, classroom teacher and Co-director focused on translating learning science into practice. They tell CTTL's origin, share teacher 'aha' moments, discuss turning research into usable PD and NeuroTeach, explore neuroplasticity, emotion in learning, coaching presence, and building teacher-centered tools and AI for lesson design.

Femi Adeniran, maths educator and coach behind the Beyond Good podcast, shares practical approaches to explicit math instruction. He talks about powerful lesson starts, quick diagnostics that keep momentum, live modelling and example sequencing, and bite-sized coaching steps to change classroom practice. The conversation also covers readiness routines and strategies for supporting struggling teachers.

Scotty Jackson, longtime summer-camp director who leads Camp Seymour and teaches character through outdoor programs. He talks about overnight camp as a concentrated teaching space, tradition-building through rituals and performances, staff training to inspire confidence, tech-free immersion with curated photo keepsakes, and how unstructured adventure and alumni networks sustain lifelong impact.

Barbara Oakley, engineer and learning scientist known for popular work on learning, critiques the rise of constructivist methods worldwide. She links weak math instruction to real harms and argues for an evidence-based, guided approach using retrieval, interleaving, and worked examples. Neuroscience and AI are explored as tools that can help or hurt depending on design and motivation.

Gene Tavernetti, an experienced educator and instructional coach, shares practical thinking on lesson design and coaching practice. He argues for designing cohesive lessons before grafting on isolated techniques. They explore the FAST lesson framework, when routines or techniques must come first, and how to align coaching with schoolwide practice and real classroom observation.