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The Science of Learning

Jim Hewitt, Nidhi Sachdeva

Research related to the Science of Learning and its implications for effective teaching practices.

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Latest Issues

Why We Jump to Conclusions About What Works in Education

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The most visible explanation is not always the most important one.

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Have you ever noticed how quickly we create explanations for things we observe?

A school introduces a new teaching approach. A yea...

10 days ago
31
14

No, Explicit Instruction Does Not Cause Learned Helplessness

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A question came up recently during a presentation about explicit instruction.

A teacher asked:

“If we use more explicit instruction, won’t that create learned helplessness? W...

a month ago
99
28

Teachers Deserve Better Access to Educational Evidence

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Teachers are surrounded by educational claims.

One workshop tells them that inquiry learning is the key to deeper understanding. Another insists explicit instruction is essential. One expert warns against quizzes because the...

2 months ago
75
34

You’ve Been Told It’s Research-Based. But Is It Really?

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Highlights:

  • “Research shows this works.” But what research? Teachers often hear this claim without seeing the evidence behind it.

  • Education is especially vulnerable to cycles of trend...

3 months ago
84
22

Teacher-Led or Student-Centered? What the Research Says About Equity

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Student-centered learning is often associated with greater equity in the classroom. But does it actually reduce achievement gaps? A new study by Zhu et al. (2026)1 suggests the answer may be more co...

4 months ago
118
24

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Authors

The writers behind this newsletter.

  • Jim Hewitt

    Associate Professor, University of Toronto, Educational Technology, Science of Learning

  • Nidhi Sachdeva

    Speaker, Cognitive Science Researcher, Microlearning Creator, Teacher Educator, Educational Technology Specialist

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