SCIENCE OF LEARNING

 Science of Learning

Engaging with the Science of Learning has deepened my understanding of how students acquire, retain, and apply knowledge. Grounded in cognitive science, this research highlights the importance of working memory, retrieval practice, and spaced repetition. I’ve realized that effective teaching is about delivering content and designing learning experiences that align with how the brain processes information. For example, I now incorporate more regular low-stakes quizzes and opportunities for students to recall prior knowledge, helping them strengthen memory pathways and make meaningful connections.

One of the most impactful ideas I’ve taken from the Science of Learning is the need to manage cognitive load. In the classroom, this means breaking down complex tasks, using visuals to support explanations, and giving students time to practise new skills without being overwhelmed. I’ve also become more conscious of the importance of clarity and structure—ensuring that instructions, resources, and expectations are clear so students can focus on learning rather than trying to make sense of what’s required.

Finally, this research has reinforced the power of feedback and metacognition. Encouraging students to think about their thinking—through goal setting, self-assessment, and reflection—helps them become more self-directed learners. I now build in time for students to reflect on what strategies worked for them and where they can improve. Overall, the Science of Learning has provided me with practical, research-based strategies that make teaching more effective and learning more lasting.