I like a lot of the points you made in this post! And agree that these are key concepts in effective explicit instruction…

What you actually describe is what many experienced teachers do - especially those that have (previously or currently) used DI or di - where DI = Engelmann’s Direct Instruction fully scripted programs!

Engelmann’s thinking & materials were ground-breaking - and were NOT supported in teacher training programs for many years. These materials existed prior to cognitive load (I think? Happy to be corrected?).

Now, in hindsight, and in agreement with your post - these scripted lessons fit EXACTLY into cognitive load theory as you apply it! And they provide clear examples of the importance of selecting & sequencing clear teaching examples of concepts!

The EXTRA Benefit of Engelmann’s materials were that students LEARNED and made fewer errors than ever in the school lives! This reduced any behaviour issues in the classroom = successful learners have zero inappropriate behaviors most of the time, simply because they are learning!

In my doctoral research, more than 20 years ago, I used Engelmann’s principles and designed detailed lessons that were not explicitly scripted - and yet - were SO DETAILED, the lessons were virtually scripted?

Some of my teachers in my intervention group gave me the biggest compliment of my life: Your materials really “taught me how to teach” - as they made significant improvements in student learning!

MANY Thanks for reminding me of this! 👍👍