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John Wills Lloyd's avatar

Karen (if I may use the familiar), this post emphasizes a terrifically important point. Educators need to know what actually is happening in classrooms, but I wager that they rarely do. First, they may "believe" that instruction is systematic and explicit, but what evidence leads them to that belief? They may explain that the curriculum being used is systematic and explicit, but is it? There are a heckuva a lot of details that go into delivering effective instruction, the "program" being a very important one (and correspondence with the instructional plan—fidelity—being another). People may say they're using a "direct instruction" curriculum, but are they and, if they are, are they implementing it faithfully?

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Science of Reading Classroom's avatar

This kind of resource would be also be invaluable to teachers as well! I was talking to a teacher yesterday, who only wants to apply to districts using Wit and Wisdom, and didn't know where to begin.

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