This module provides a broad, big-picture introduction to the Science of Learning, what it is, and how it has developed historically. Participants will explore the connection between cognitive science research and effective teaching practice, and consider whether their own learning context has any policies that reflect the Science of Learning.

This module introduces the notion of information processing, including models of memory, perception, and attention that underpin all cognitive activity in the brain. Participants will explore schemas, which are rich bodies of knowledge held in long-term memory, examining how these are developed and their implications for thinking and knowing. The module concludes with a consideration of how classroom strategies can be applied effectively across different age groups.

This module focuses in greater detail on the functions of working and long-term memory and the concept of cognitive load. Participants will consider the limitations of working memory as a barrier to learning, and explore how thoughtful instructional design can support student learning by reducing cognitive load. The module also examines long-term memory as an enduring store for knowledge, skills, and personal experiences, building understanding of how these two memory systems interact to shape learning outcomes.

This module explains encoding and retrieval, which are the processes by which knowledge moves between working memory and long-term memory. Participants will explore the distinction between deep and shallow encoding and consider the implications of each for student learning. A range of teacher and learner strategies for promoting deep encoding are examined, providing practical tools for supporting knowledge retention.

This module identifies common neuromyths including multiple intelligences, left vs right brain thinking, learning styles, and the notion that humans only use 10% of their brain, and examines how these arise from misunderstandings of how the brain works. Participants will engage in critical discussion of the research evidence that disproves these myths and consider the negative impact they can have on classroom teaching and student outcomes. The module also explores factors that can restrain teacher thinking about neuromyths, including cognitive biases, implicit beliefs, and teacher expectations. Throughout, the importance of developing the skills to read and critically evaluate research evidence is emphasised.

This module brings together the key principles from across the course and asks participants to consider what they mean for their own teaching. Participants will revisit how the brain works and reflect on how strategies such as managing cognitive load and retrieval practice apply to their specific discipline, context, and learners, moving from knowledge to action.