I recently presented a two-part series for an organization called POPEY (the Provincial Outreach Program for the Early Years). A B.C.-based organization, they support K–3 educators with research-based literacy resources, professional learning, and classroom tools. In the two FREE sessions, I challenged myths about explicit and Direct Instruction. Far from rote lecturing, explicit and Direct … Continue reading Explicit and Direct Instruction Systematically Manages Cognitive Load—It’s Not Just Lecturing
I recently presented a two-part series for an organization called POPEY (the Provincial Outreach Program for the Early Years). A B.C.-based organization, they support K–3 educators with research-based literacy resources, professional learning, and classroom tools.
In the two FREE sessions, I challenged myths about explicit and Direct Instruction. Far from rote lecturing, explicit and Direct Instruction is about managing cognitive load so that students can focus on what really matters. It’s the best method we know of for engineering success and giving every student the chance to thrive.
The evidence base for explicit and Direct Instruction is strong.
Stockard’s meta-analyses show that Direct Instruction delivers large gains across subjects and student groups. Rosenshine’s Principles of Instruction emphasize daily review, guided practice, and high success rates—core features of explicit teaching. Kirschner, Sweller, and Clark’s work on cognitive load theory demonstrates why minimally guided approaches fall short, and why explicit and Direct Instruction are essential for lasting retention.
Add in the science of reading, which underscores the need for systematic, explicit teaching of foundational skills, and the case is clear: explicit and Direct Instruction are the most research-aligned, effective ways we have to help every child learn.
You can explore the full series here: POPEY – Zach Groshell Series
