The Science of Teaching

Overview

Teachers examine evidence-informed principles that improve learning and consider how to apply them across K–12 subjects. Through brief instruction, collaborative analysis, and planning, participants connect research ideas to practical classroom decisions and prepare one immediately usable teaching move.

Learning intentions

• Students will be able to explain how retrieval, spacing, and cognitive load affect learning.
• Students will be able to distinguish among explicit instruction, worked examples, formative assessment, feedback, metacognition, and motivation.
• Students will be able to evaluate classroom strategies using evidence-informed reasoning.
• Students will be able to adapt one principle to an upcoming lesson and justify the choice.

Success criteria

• I can explain at least five principles in practical classroom language.
• I can identify how a teaching strategy supports—or limits—student learning.
• I can use evidence-informed reasoning to improve a lesson activity.
• I can describe how I will check whether my adaptation worked.

Curriculum links

• Speaking and Listening: strategic use of digital media and visual displays to clarify findings, reasoning, and evidence.
• Speaking and Listening: collaborative discussion, including building on others’ ideas and expressing ideas clearly.
• Writing: planning, revising, and strengthening writing for a specific purpose and audience.
• College and Career Readiness: using digital media and data displays to enhance understanding of presentations.

Lesson structure (60 minutes)

1. 0–5 min · Hook and retrieval. Open with the hook and learning-intention slides and display the question, “Why do some students perform well during practice but forget later?” Participants privately list two explanations, then compare responses with a partner. Emphasize that the goal is not to find a single “best method,” but to make better instructional decisions.

2. 5–17 min · Evidence-informed principles. Use the principles overview slides to give concise explanations, using adaptable examples:

• Retrieval practice strengthens access by asking students to recall without looking at notes.
• Spaced practice revisits learning across time rather than concentrating practice in one session.
• Cognitive load concerns the limited working memory available for new information; clear sequencing, chunking, and removal of unnecessary distractions can help.
• Explicit instruction makes the learning goal, modeling, guided practice, and independent application visible.
• Worked examples show a completed process before students solve a similar problem.
• Formative assessment gathers evidence during learning so teaching can respond.
• Feedback is most useful when it is specific, timely, and connected to the task or next step.
• Metacognition teaches students to plan, monitor, and evaluate their learning.
• Motivation is supported by meaningful purpose, appropriate challenge, belonging, autonomy within boundaries, and visible progress.

Clarify that these principles are tools, not scripts; effectiveness depends on content, learners, timing, and implementation.

3. 17–30 min · Strategy sort and discussion. In groups of four or five, distribute the evidence-informed strategy analysis worksheet. Groups read six classroom scenarios, such as a vocabulary warm-up, a modeled math solution, a science lab check-in, or a writing conference. For each, they identify the principle being used, predict its likely benefit, and suggest one improvement. Use these prompts: “What would students need to know first?” “What evidence would show learning?” and “Could this strategy increase unnecessary cognitive load?” Groups record one disagreement and resolve it with a reasoned explanation.

4. 30–40 min · Share and critique. Invite groups to present one scenario and recommendation while referring to the discussion-prompt slides. List suggestions under “supports learning,” “needs adjustment,” and “needs evidence.” Participants practice building on ideas with stems such as, “I agree because…,” “I would add…,” and “A possible limitation is….” Ask whether the strategy is likely to support initial learning, long-term retention, transfer, or more than one of these.

5. 40–53 min · Classroom application. Participants choose an upcoming lesson and complete the planning section of the evidence-informed strategy analysis worksheet. They select one primary principle and one supporting principle, then write:

• the learning goal and success evidence;
• the teacher move or student task;
• how the task manages cognitive load;
• a retrieval or spacing opportunity;
• the feedback or formative-assessment method;
• how students will monitor their learning;
• how the task provides purpose, challenge, or choice.

Partners conduct a two-minute feedback exchange: “The strongest alignment is…,” “Students may struggle when…,” and “A useful next check would be….” Participants revise their plan.

6. 53–60 min · Plenary and exit ticket. Return to the opening question using the synthesis and exit-ticket slides. Participants complete an exit ticket with three responses: “One principle I can explain is…,” “In my next lesson, I will… because…,” and “I will know it helped when I see….” Invite two or three volunteers to share a concrete application. Collect responses to identify support needed for implementation.

Resources

• the evidence-informed teaching deck
• the evidence-informed strategy analysis worksheet
• Projector or interactive display
• Chart paper or whiteboard
• Markers
• Timer
• Exit-ticket slips or paper
• Participants’ upcoming lesson materials

Assessment

• Listen for accurate explanations and evidence-based reasoning during the scenario discussion; address misconceptions, such as treating learning as identical to performance during practice.
• Review worksheet planning sections for a clear learning goal, an aligned check for learning, and a realistic application of at least one principle.
• Use the exit ticket to identify whether participants can explain a principle, plan a classroom application, and name observable evidence of impact.

Differentiation

• Provide a one-page glossary of the nine principles, sentence starters, and a partially completed scenario for participants who need additional support.
• Allow participants to apply the ideas to any subject, grade, or current instructional priority; pairs may discuss orally before writing.
• Challenge experienced teachers to compare two possible approaches, identify trade-offs, and propose how they would collect evidence over several lessons.
• Use high-contrast slides, readable fonts, spoken directions, and written instructions. Avoid assuming that one strategy suits every learner; ask participants to consider accessibility, language development, disability-related needs, and prior knowledge.