4 ways to become a more effective teacher using the science of learning

How evidence on learning changes teaching

Welcome back to the Summer of Knowledge, Bell Ringers! You’ve still got time to read the first thirty pages for the first Bell Ringer Book Club meeting—if you’d like to join, download the book here for free, and get all the info about Thursday’s meeting here, which begins at 4 pm Eastern.

Today, Australian researcher and author Nate Swain is here to help teachers gain more knowledge about effective classroom practice.

Much of education theory is rooted in misconceptions and ideas not rooted in evidence, says Australian researcher and instructional coach Nathaniel Swain, author of Harnessing the Science of Learning. Learning styles, “guide on the side” teaching, teaching “21st Century skills”—these ideas show up in classrooms every day, even with no evidence they are effective ways to increase student learning.

But evidence does exist on how students learn and what teaching methods can be more effective. In today’s letter, I interviewed Swain about the misconceptions, and the evidence-based ideas that can replace them.

These aren’t the only pieces of evidence that matter to teaching and learning, of course—but they provide an overview on the big ways teaching might change. Here are Swain’s 4 big ideas from the book to help teachers and school leaders reorient classrooms away from myths and misconceptions, and move toward evidence of effective learning.

4 ways to be a more effective teacher using the science of learning: