John Marschhausen is superintendent of the Dublin City School District and member of Gov. Mike DeWine’s Executive Workforce Board.
We hear a lot these days about the “Science of Reading” and, increasingly, the “Science of Math.” And while focusing on the specific evidence-based practices within these domains is crucial, it’s high time we zoomed out a bit.
At its core, what we’re really talking about is the science of learning.
Think about it. Whether we’re decoding words or tackling algebraic equations, the fundamental processes our brains go through to acquire and master new skills share a lot of common ground.
Understanding how our brains learn is essential
We learn through a cycle of instruction, active engagement and crucially, repeated practice. Just like a musician practices scales until they become second nature, our students need ample opportunities to practice foundational reading skills like phonemic awareness and phonics, or core mathematical concepts like number sense.
This isn’t just about rote memorization, a technique based on repetition.
The “science” part comes in understanding how our brains learn best.
We know that breaking down complex skills into smaller, manageable chunks makes learning more accessible. We understand the power of guided practice, where educators provide support and scaffolding before gradually releasing students to independent work. And perhaps most importantly, we recognize that mistakes aren’t roadblocks, but rather essential stepping stones on the path to mastery.
Every stumble offers valuable feedback, helping us refine our understanding and strengthen our skills.
Why does this broader perspective matter?
Because when we understand the underlying principles of learning, we can be more effective educators across all subjects.
Teacher preparation programs and ongoing professional development need to emphasize not just the specific content knowledge for reading or math, but also the cognitive processes involved in learning itself. This includes understanding concepts like working memory, cognitive load and the importance of retrieval practice.
We must resist the urge to find a silver bullet to improve instruction in the area of elementary mathematics.
There is no vendor created product or simple system for this challenge. We must simply do the work.
The craft of teaching is an art and a science.
We need to build skill through both our pre-service education programs at the collegiate level and meaningful professional development for our current professional educators. Many teachers today are doing part, if not most, of this work. We must harness the expertise for both practitioners and researchers to set clear priorities and expectations.
Ultimately, by embracing the science of learning, we empower both our students and ourselves.
We create learning environments that are not only effective but also foster resilience and a growth mindset. We move beyond simply teaching content to cultivating lifelong learners who understand how they learn best and aren’t afraid to embrace the challenges that come with acquiring new skills.
It’s time to connect the dots and recognize that the science of reading and the science of math are, at their heart, powerful examples of the universal science of learning.
John Marschhausen is superintendent of the Dublin City School District and member of Gov. Mike DeWine’s Executive Workforce Board.
This article originally appeared on The Columbus Dispatch: Teaching is an art and science. Ohio classrooms should create lifelong learners. | Opinion
Reporting by John Marschhausen / The Columbus Dispatch
USA TODAY Network via Reuters Connect
