I was recently invited to speak on the From Page to Practice podcast about the book How Learning Happens: Seminal Works in Educational Psychology and What They Mean in Practice by Paul A. Kirschner and Carl Hendrick. The first author does a great job of introducing the book at the beginning, and my lovely voice appears soon after, at about 11:25. Have a listen!

The Pick’n’Mix Penultimate Episode From page to practice

This is essentially the episode to use up the remaining content! Featuring contributions on Culture Rules – Jo Facer (Author only) How Teaching Happens – Paul Kirschner, Carl Hendrick, Jim Heal (One author, one reader) What Every Teacher Needs to Know – Jade Pearce (Two readers only)
  1. The Pick’n’Mix Penultimate Episode
  2. Series 4 Episode 3 – Teach Like a Queen by Tracey Leese and Christopher Barker
  3. Series 4 – Episode 2 – The Behaviour Manual by Sam Strickland
  4. Series 4 – Episode 1 – Naylor’s Natter by Phil Naylor
  5. Series3 – Epiosde 15 – The Revision Revolution by Helen Howell with Ross Morrison McGill

Should Teachers Know How Learning Happens?

It’s become a bit of a theme of this blog that increasing teachers’ knowledge of the learning sciences and educational psychology will improve students’ chances, strengthen our field, and empower teachers. Having never seen it personally, I can only imagine what a school would look like if everyone read and analyzed a book like “How Learning Happens” from cover to cover and used it to make substantive changes to their learning design. Unfortunately, it seems like many school leaders will find just about any excuse they can to not engage with the science of learning; There are too many competing items on the training agenda, there’s a standardized test coming up, teachers are the experts and know their kids best, every class and every school year is different, teachers are tired and should focus on self-care, the science is never settled or is too complex, etc, etc. Schools seem trapped in an endless cycle of reaction rather than proaction, and trial by fire learning rather than professional learning.

If school leaders won’t act to professionalize this field, then it’s up to us. Holding professional reading sessions where teachers inquire into an important article, evidence review, or book, is one way we can disseminate research and increase our collective knowledge at the grassroots. Below are a few resources to get your school started (off the top of my head, but all goodies) starting with a link to the book that was featured in the podcast:


Evidence Reviews

Scientific Method and Debunking Materials

What is your school doing to increase teachers’ knowledge of education research and cognitive science? Have you read anything else that should be included on this list? Feel free to share in the comments below.

-Zach Groshell @mrzachg

9 thoughts on “Should Teachers Know How Learning Happens?

  1. Zach. This is great and really interesting. My question follows from the fact this is still very much from a white western scientific male framework. / world view. As a white western male I shouldn’t presume that this is the only way education occurs. What are the relevant sources for otter cultural and gender sources? Wha t is universal capital ‘E’ Education versus less universal lower case ‘e’ education that we make assumptions of being universal? (For example, as I’ve recently been shown, the learning pit stems from a western scientific view of time, and Gardner’s multiple intelligences is new and incomplete for the west but 1500 years old for other cultures and indigenous people).

    (To be clear, this is not veiled criticism, but a genuine question).

    Liked by 1 person

    1. Thank you for commenting. The post isn’t advocating for a white western scientific male framework, but for teachers and leaders to engage with empirical findings, where an experiment is designed so that two equal groups receive the exact same intervention, except that one variable is manipulated. If there is a significant difference beyond chance between the two groups it can be assumed that it was the one altered variable that caused the difference. This contrasts, I know, with other ways of knowing, such as storytelling and anecdote, but there is no surer way to remove our biases and determine cause and effect than the scientific method


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