“Why won’t my teacher just tell me what to do?”

It’s one of the most common frustrations we hear from students. Our kids are asking for clarity, structure, and guidance. And that’s exactly what explicit instruction is all about.

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Meet Dr. Zach Groshell

Dr. Zach Groshell is an instructional coach who works with schools across the U.S. and internationally to improve teaching through the lens of the Science of Learning. With a deep focus on how students actually learn, Zach helps educators design high-quality instruction that supports all learners. He is also the host of the podcast Progressively Incorrect, where he challenges popular education trends and advocates for clear, structured, research-backed teaching practices.

In the latest episode of our Unlocking Dyscalculia podcast, Adrianne Meldrum sits down with Dr. Zach Groshell, author of Just Tell Them: The Power of Explanations and Explicit Teaching, to explore why direct, well-scaffolded teaching is essential—especially for students with learning disabilities like dyscalculia.

What is explicit instruction?

Dr. Groshell breaks it down in simple terms:

Explicit instruction is clear, direct, and intentional. It removes the guesswork and helps students build confidence by showing them exactly what to do—step by step.

It’s not about “spoon-feeding” information. It’s about modeling, practicing, and gradually releasing responsibility so students can take ownership of their learning and eventually do it by themselves–without feeling overwhelmed.

The Cost of Exploration-Only Math Instruction

At first glance, letting kids “explore” math through games and play might seem harmless—even beneficial. After all, play is a vital part of learning in early childhood. But as Dr. Zach Groshell points out in our recent Unlocking Dyscalculia episode, the stakes are higher than they seem.

Adrianne kicks off the conversation with a common concern:
“In math education, we often hear this debate: Shouldn’t kids be given time to explore and discover? What’s so bad about a little inquiry-based learning?”

Dr. Groshell’s answer? It’s not that play or exploration are bad—it’s that they’re not enough on their own.

Why the “Let Them Explore” Approach Can Backfire

Imagine a first-grade math block filled with tubs of manipulatives and games—while structured instruction is minimal. That might feel fun in the moment, but it leaves students without the foundational skills they’ll need the next year.

And because math is hierarchical, the next teacher has to double up—covering what was missed and trying to move forward. Eventually, gaps widen. By middle school, those gaps start showing up as math anxiety, self-doubt, and the dreaded:

By high school? That early lack of structure can limit students’ entire futures. It can close doors to college pathways and high-paying careers—before they’ve even had a fair chance.

The Real Stakes of Early Math

Dr. Groshell sums it up perfectly:
“The stakes may not be immediate, but they are real.”

It’s not about robbing students of joy or curiosity—it’s about guiding that curiosity with effective teaching. And that’s where explicit instruction comes in.

We need to give students experiences that are engaging, exciting, satisfying—and effective. Because they deserve both confidence and competence in math.

Is Explicit Instruction Harmful? Let’s Talk About It.

One of the more common criticisms of explicit instruction is that it’s “boring” or somehow harmful to students. In this episode of Unlocking Dyscalculia, Dr. Zach Groshell sets the record straight—and Adrianne adds a personal story that many of us can relate to.

“In middle school, it was the early ’90s, and I remember when inquiry-based learning hit my classroom. We were suddenly doing all these group projects, and somehow I was getting A’s. But I knew I wasn’t actually learning anything.”

Sound familiar?

When her teacher went on maternity leave, a new instructor came in—no more discovery learning. Just clear, structured teaching. And the difference was night and day.

“I learned so much from him,” Adrianne recalls. “It was a huge contrast.”
So what’s the deal? Is explicit instruction just old-school lecturing in disguise?

Spoiler Alert: It’s Not a Lecture

Dr. Groshell breaks it down:

“Explicit instruction is not just a long-winded monologue. It’s highly interactive. The teacher might only talk for 1–2 minutes at a time before getting students actively involved.”

That means using whiteboards, verbal responses, group feedback, and constant engagement. It’s not about teachers talking at students—it’s about scaffolding information just enough for kids to grasp the next step and then respond.

In fact, one of the biggest chapters in Dr. Groshell’s book—Just Tell Them—is all about engagement strategies. Why? Because that back-and-forth rhythm between teacher and student is where the real learning happens.

“Explicit instruction isn’t passive. Students are constantly paying attention and participating at a high rate. That’s how you know it’s working.”

Structured Doesn’t Mean Rigid

What sets this style apart is its intentionality. Teachers aren’t winging it—they’re guiding students through a clear learning path, watching their responses, and adjusting on the fly.

So, is explicit instruction harmful?

“If there were any evidence it was harming students, I’d be concerned,” says Groshell. “But that’s just not the case. In fact, Explicit Instruction one of the most effective teaching methods we have.”

Why Working Memory Is the Bottleneck—and What Great Teachers Do About It

Let’s dive into one of the most under-discussed yet powerful ideas in teaching: working memory. If you’ve ever wondered why some teaching methods just don’t stick—or why your students seem to “forget everything” overnight—this part of the conversation is for you.

“Working memory is the central structure teachers need to understand,” Dr. Zach Groshell says. “It’s where thinking happens.”

In other words, anything outside the learner—the worksheet in front of them, the math problem on the board, the words coming out of your mouth—has to get processed in working memory before it can be learned. But here’s the catch: working memory is incredibly limited.

The Working Memory Bottleneck

Think of it like a tiny funnel. You can only pour in 3 to 4 bits of information at a time—and they only hang around for about 20 seconds unless you do something with them.

This is where both traditional lectures and discovery learning often fall short.
 

Why Teacher Talk Gets Messy—and What to Do About It

When we talk about “clear instruction,” we often think of cutting out filler words like um, and, or you know. But in Just Tell Them, Dr. Zach Groshell goes a layer deeper—into how our own train of thought as teachers can derail our instruction.

“One thing that often happens is what the research calls discontinuity,” Zach explains. “The teacher starts explaining something, then interrupts themselves with, ‘Oh, we’ll also learn this tomorrow!’ or ‘Don’t forget about that!’—then tries to jump back into the original idea.”

What’s the problem with that?

It breaks the chain of thinking for students.

Especially in math, where every step builds on the last, any disruption—no matter how well-intentioned—can cause students to lose the thread.

Zach offers a real-life example to prove the point:
“Think about when you’re teaching and the PA system comes on with announcements. When it’s over, you have to say, ‘Okay, rewind, where were we?’ because the flow was interrupted.”

👉The takeaway: Keep your instruction cohesive. Don’t sprinkle in unrelated facts, future info, or reminders in the middle of your core explanation. Those can come later—right now, stay on track.

The Two Sides of Teaching: Inputs and Outputs

One of the most powerful frameworks Zach introduces in his book is this simple way to think about teaching:
 

Explicit Instruction Isn’t Just for “Some” Kids—It’s for All Kids

As we wrapped up our conversation, Adrianne asked Zach an important question: Is this style of instruction only beneficial for students with learning disabilities?

His answer was clear:

Explicit instruction is good for everyone—and essential for some.

“If I were designing a gifted and talented program from scratch,” Zach said, “I would still use explicit instruction. I’d just crank it up—faster pacing, fewer examples, more challenge. But the core structure wouldn’t change.”

And when it comes to a general education classroom with a wide range of learners?
“It’s not harmful to anyone to receive clear, well-structured instruction. But it’s crucial for the students who struggle.”

Why? Because of working memory—the very cognitive limitation we’ve been discussing throughout this interview.

“Working memory is fixed. We can’t change it. So we need to honor it. That means breaking things down, reducing unnecessary load, and making learning easier to access.”

Too often, he says, education leans toward making things harder—calling it “productive struggle,” or saying it builds deeper thinking. But in practice?
It just helps the kids who already have the background knowledge or higher working memory capacity. The ones who really need support end up left behind.

One More Thing Before You Go…

This episode is packed with powerful takeaways—but we barely scratched the surface of what Zach has to offer.

📘 His book, Just Tell Them: The Power of Explanations and Explicit Teaching, sold out its first run—and it’s easy to see why. It’s clear, practical, and grounded in cognitive science.

🛒 You can grab your copy on Amazon here
*This post contains affiliate links–we will never recommend something we don’t love!*

🎧 And if you’re a podcast person (you are, right?), check out his show:

Progressively Incorrect — a sharp, thought-provoking series exploring how traditional methods like direct instruction can serve students better than some of today’s more “progressive” trends.

Zach puts it this way:
“Progressive education often leans on discovery and loose rules—but it ends up disadvantaging the very kids who most need structure and support.”

✨ Big idea to end on:
Explicit instruction isn’t a crutch. It’s a bridge.
And the kids who need it the most? They deserve teachers who build that bridge with intention, clarity, and care.
For students with dyscalculia, ADHD, or dyslexia, learning doesn’t happen by accident. They need a roadmap—and someone to walk it with them. That’s why explicit instruction is such a powerful tool.

Sound Familiar? One of Made for Math’s core values is explicit teaching and understanding. Check out how we support kiddos who learn differently below.👇

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