For years, centuries really, educators have experimented with different learning tools, techniques, and curricula. Some efforts have been more successful than others, of course. But how many of them are based on science with a robust body of research behind them?
The short answer is: not all educational approaches have had the backing of research. For example, for decades, the notion of “learning styles” has been prevalent. This is the idea that when instruction is tailored to an individual’s learning style, they learn better. But no rigorous evidence supports this view.
For the nation’s education system, though, the bigger question is: How do we best educate our children so that they learn better, and learn how to learn, in addition to learning what to learn? Additionally, and arguably just as challenging, is: How do we translate this body of research into classroom practice effectively?
Enter the “Science of Learning: Research Meets Practice.” The goal of the project is to get the science of learning into the hands of teaching professionals as well as to parents, school leaders, and students.