Barak Rosenshine

And then I had a chance, again, to observe great teachers.

And I almost felt like Rosenshine, you know, I'm watching teachers

and I'm figuring out what they do.

Here's the explanation for it.

Most of us are in the middle.

So you might say something like capital D-I, direct instruction, small d-i, direct instruction, you know, Rosenshine and Engelman's work, moving into more teacher-directed, and then you keep moving out towards the inquiry pieces, you start to see it's about the level of guidance in inquiry and how much of that is student-led versus teacher-led.

I recently talked with Kristen Smith on the podcast who's doing math, and she's, I would say, doing something that's more teacher-directed inquiry, which I think is interesting.

She's recognized some things in her classroom, and she's trying to respond, which is great.

But yeah, big difference between explicit instruction.

So if you think about things like EDI, which is the purple book and Anita Archer and Rosenshine, if you sort of put those things together, that's, you know, you're probably doing something akin to explicit instruction.

Which, you know, in some ways can be translated to best practice.

Yeah.

And that was almost like the paper that took the skills from your eyes? You know, once you read this and you realized, oh, my goodness, why have I not been behaving like this? And why didn't I know this when I started? What's the one paper you think every teacher should read?

I think Principles of Instruction by Barrick Rosenshine.

I would say that one because I think it really outlines all of those principles of instruction, but it's got the why in there and how it looks.

And have you read that one? I like it because I feel like you could know nothing about it and read it.