BY: BEANIE GEOGHEGAN
Before launching the reader into the “meat” of his book, the author, Zach Groshell gives fair warning to educators who prefer the saccharine, yet ineffective, methods they learned in their education courses. “Just Tell Them” is the result of a teacher who, after years of trying the techniques he learned in his training, “came to realize that effective teaching is not about keeping information from kids, but about providing the information kids need to think about and getting them to think hard about it.” Anyone who decides this book isn’t for them after this word of caution is missing out on the opportunity to teach better so students learn better.
In less than one hundred pages, Groshell clearly and concisely articulates the why, what, and how of explicit instruction. In doing so, he demonstrates the efficiency of the method. He begins by explaining the “cognitive architecture” of students, highlighting working memory and long-term memory. When teachers understand the cognitive science behind learning, it will positively impact they way they approach teaching.
Groshell provides examples and cautions that teachers can unintentionally leave students with cognitive overload rather than clear understanding. He reflects on the “productive buzz” in his own classroom that filled him with pride until he realized how many students were overwhelmed and confused by all of the activity. His search for a better way to effectively teach all of his students took him from “inquiry-based” instruction to the more cognitive-friendly direct instruction approach.
One key element that Groshell discusses is “teacher clarity”. For those of us who are quite fond of words, this can feel a bit convicting. However, understanding the extra load that “vagueness terms”, “discontinuity”, or “seductive details” place on students should motivate even the most passionate logophile. Clear, concise, and coherent statements lighten the cognitive load and help students learn better.
Groshell goes on to explain the benefits of breaking lessons down into smaller chunks, providing plenty of opportunities for students to respond to questions in unison, and maintaining a “brisk pace” to keep students engaged. Some may question the last point, but as Groshell explains, “Lessons that lag are invitations for students to tune out our misbehave.” He addresses what to do when a teacher realizes some students require more instruction than others, but during whole class instruction, he argues that faster is usually better.
A healthy section of the book is devoted to the importance and proper use of visuals and examples. Groshell “takes a page” from his own book and provides readers with clear, concise charts and examples of the various principles to consider when deciding which visuals to use at different stages of instruction. He even provides guidance on appropriate use of Powerpoint presentations for those who have a love/hate relationship with them.
As Groshell concludes this very practical resource on explicit instruction discussing “fading guidance”, he clarifies the misconception that cognitive load is “about making learning as easy as possible”. Instead he states that it is about ensuring “the load is neither too high or too low”. When teachers are able to find the “sweet spot”, students will gain the knowledge they need to confidently apply that knowledge to new concepts or ideas. This allows teachers to remove some of the guardrails and allow students to make connections and develop that “deeper understanding” inquiry-based proponents are always touting.
This short, informative book is a must-read for every aspiring teacher mired in sentimental and idealistic “edu-speak”. It will likely debunk much of what was taught in their teacher training but it will lead to their (and their students’) success in the classroom. Veteran teachers will likely be affirmed and vindicated about what they already know to be true, so they should read it too.
