‘Every kid has the capacity to build knowledge – and that capacity is infinite.’

Behind every great teacher is a deep understanding of how learning works. Teach For Australia’s latest training in the science of learning is equipping educators with that knowledge — so every student has the chance to thrive.

Since 2009, Teach For Australia has committed to being at the leading edge of teacher development and ongoing learning.

Preparing and supporting new educators is a profound responsibility, and central to our mission of educational equity. To do this, we place evidence-based teacher training at the core of our practice.

Staying at the forefront

Last week, our Teaching & Leadership Coaches convened in Melbourne for three days of intensive, bespoke training in the science of learning, led by Benjamin Riley, Founder of Cognitive Resonance and Deans For Impact.

This workshop marks a significant moment in how we deepen our coaching practice and equip our Associates (new educators) to make the greatest possible impact in their classrooms.

What is science of learning – and why it matters

The science of learning is a multidisciplinary field that seeks to understand how people learn and to translate that knowledge into more effective teaching practice.

It draws on cognitive psychology, neuroscience, educational research, and developmental science to uncover what works (and what doesn’t) for learning.

Why does this matter? Because many well-meaning pedagogical practices are adopted without connection to how learning actually works. The science of learning offers guardrails: it helps us choose strategies that align with how memory, attention and understanding operate.

In Australia, there’s growing recognition that the science of learning needs to underpin policy, curriculum and teacher education reform.

Levelling the playing field

The science of learning has a direct relationship to educational equity. When we understand how learning happens, we can design lessons and systems that help all students succeed – not just those who already come to school advantaged.

As Ben Riley says, ‘Every kid has the capacity to build knowledge and that capacity is infinite.’

‘You have to have high expectations. If you are seeing gaps with your students, in general that’s the result of social failure, not their own ability.’

Evidence-informed teaching helps raise expectations and improve outcomes for every child, no matter their postcode or background.

In this way, the science of learning isn’t just an academic framework – it’s a foundation for fairness.

What comes next?

Following consultation with stakeholders from across the organisation, Ben and Cognitive Resonance have developed a core model and recommended shifts to help us better integrate cognitive science into Associate learning and support.

In the coming months, we’ll be working together to translate these insights into tangible improvements to our program design and coaching approach – ensuring Associates are equipped with evidence-based practices grounded in the science of how people learn best.

We’re excited for the ripple effects of this training – in how Associates design lessons, how coaches partner, and ultimately, what students experience in classrooms across the country.