Why Books Don't Work⁠↗

The lectures-as-warmup model is a post-hoc rationalization, but it does gesture at a deep theory about cognition: to understand something, you must actively engage with it. That notion, taken seriously, would utterly transform classrooms. We’d prioritize activities like interactive discussions and projects; we’d deploy direct instruction only when it’s the best way to enable those activities. I’m not idly speculating: for the last few decades, this has been one of the central evolutionary forces in US K–12 policy and practice.