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The Becky Allen piece on Kris Boulton's work gets at something really important that broad instructional frameworks often miss. Cognitive science gives useful constraints, but it can't prescribe the micro-level decisions about how to sequence or represent a particular concept like fractions or quadratics. I've seen teachers apply general principles without doing that granular work and end up with lessons that technically follow the 'rules' but still confuse students. The tension betwen theory and specificity is where the actual craft lives, and Boulton's focus on concept-by-concept desgin feels like the right level of detail.

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