The Science of Learning

COVID-19, without question, has left a permanent impact on the lives of many educators and students around the world. Millions of teachers have altered their traditional classroom routines through remote instruction to finish out the 2019-2020 school year. The lack of peer interaction, the absence of proper guidance and expectations, and the additional stress caused by the global pandemic itself have led to emotional distress among many students and teachers. Their social-emotional needs will need to be met when they return to the classroom. What are the major ways in which school closures have impacted students’ and teachers’ social-emotional well-being and quality of learning?

A “gold standard” research study was conducted to evaluate the effectiveness of the Fast ForWord program on improving language and literacy skills. In the 2018-2019 school year, eighty-eight students in grades 3-8 from two Boone County Schools in KY participated in a randomized controlled trial. Students who used Fast ForWord jumped from the 37th percentile to the 54th percentile and made gains of 8 months in just 7.5 weeks.

After years of experts warning about excessive screen time, we find ourselves in front of screens all day during the coronavirus lockdown. We're not necessarily doing anything wrong—this is just life in the new COVID-19 world. But we should consciously unplug when and how we can. Read why unplugging is important for our brains and a key suggestion you can try today!

We are proud to introduce Fast ForWord Literacy, the new secondary program from Scientific Learning. In a recent webinar, Dr. Martha S. Burns, Director of Neuroscience Education, and Wendy Mathieu, VP of Product Management, explain the science and research behind Fast ForWord Literacy and its unique features. Below is a brief summary of the webinar.

As remote learning continues during COVID-19 school closures, educators have shared a plethora of creative and useful ideas for effective distance learning. In addition to these resources, educators might also be interested in what researchers have learned through systematic studies. In an EdWeek article, Brown University professor Suzanne Loeb briefly summarizes research on K-12 online learning. The bad news is that there aren’t very many studies that use the scientific “gold standard” of randomized control methods to learn what works and what doesn’t. The good news is that there are plenty of studies about online learning that can still inform best practices for the hundreds of thousands of teachers across the country who find themselves in emergency remote teaching mode. So, in the spirit of the science of learning, here are six research-backed strategies for elementary, middle, and high school teachers who are teaching remotely. Involve Parents, Especially by Strengthening Academic Expectations One of the best ways to ensure students stay on track during periods of remote learning is to increase parents’ or guardians’ involvement. For decades, research has shown that when parents are involved in their children’s education, students achieve at higher levels, regardless of racial background, socio-economic status (SES), or their parents’ level of education. However, recent research suggests that specific types of parental involvement have a greater impact on children’s academic achievement, varying by SES. One meta-analysis (Tan, 2019) on peer-reviewed articles published between 2000 and 2017 found that, while students from all SES backgrounds benefit from many aspects of parental involvement, such as parent-child academic discussions and parent-child reading, parental academic expectations had the largest impact on the academic achievement of children from lower-SES families. Teachers, especially those who are mindful of their students from low-SES homes, should encourage parental involvement by helping them set high […]

What should educators and parents know about the science of reading? Here is a basic summary, plus two important beyond-basic facts to inform educators’ choices of reading programs.

As schools transition to remote learning, or at-home learning, educators might consider ways to foster a sense of school community, even when social distancing means that “school” is spread out across individual homes. Teachers and those familiar with social-emotional learning already know: strong relationships are a key component of successful learning. So how can teachers build a strong sense of community during this period when “distance” has become necessary?

How one teacher turned an underachiever into an overachiever by teaching executive function. In early elementary school, Louise (all names in this story have been changed) was a sweet child who never caused trouble. She was also an average student who was rarely chosen for special duties or called on in class. Louise’s parents were concerned about her progress in school, given that her siblings were exceptional students. The school principal assured them that she was a bright little girl, but she would never get an ulcer worrying about school achievement. Children like Louise are often described as underachievers. But this description of Louise began to change in third grade under Mr. Stevens. He was a stickler for neatness, organization, planning, paying attention, and punctuality. He referred to himself as “Hurricane Stevens” because, without warning, he would check students’ desks for disarray or confiscate potentially distracting items. One day, Louise was admiring a yo-yo she had won during recess when the yo-yo suddenly became part of Mr.  Stevens’ “cyclone stash” of toys and comic books. These items were all returned each Friday with a wry smile and gentle warning that sometimes objects get lost in cyclones. “Class time is your job,” Mr. Stevens extolled her, “you can think about recess during recess. During class, you need to focus on learning.” "Fun Facts" Mr. Stevens also had a memory game he called “fun facts.” He started each day with a list of new history or science facts, vocabulary words, or current events details that would end up relating to class, and more information about the fun facts would be part of the daily lessons. Students were told to pay close attention, but they were not permitted to write anything down. Mr. Stevens would later quiz the class on the fun facts and how […]