Harnessing the Science of Learning by Nathaniel Swain, PhD is an engaging guide for educators and leaders aiming to enhance teaching practices through evidence-based strategies. Dr Swain, a Senior Lecturer in Learning Sciences at La Trobe University, brings his extensive experience as a teacher, instructional coach, and researcher to this work, offering practical approaches for key areas of school improvement.
Read More“Interestingly, and as noted in the report, the Victorian Government is on the front foot of this recommendation and has already released a significant update to the VTLM, referred to as VTLM 2.0,” Dr Nathaniel Swain, Senior Lecturer of Learning Sciences and Learner Engagement at La Trobe University's School of Education, told The Educator.
Read MoreDo you ever find yourself at a loss for words or battling writer’s block?
Do your colleagues or students submit writing that is unclear or riddled with grammatical errors? It's a common experience and could stem from running short on ideas.
However, this challenge also relates to the cognitive demands of writing. Writing is not just about putting words on paper; it requires a fluency in English sentence structure which many of us lack, as it typically has not been taught in school.
Read MoreNathaniel Swain began his teaching career four years ago at Parkville College, a Melbourne school for incarcerated youths, before shifting this year to Brandon Park Primary, a middle-class school in Wheelers Hill. What the adolescents inside the justice system shared was a poor experience of school, beginning with learning difficulties going undetected, Swain says, a failing that happens every day in advantaged and disadvantaged schools, when the best evidence on effective teaching practice is not used. Emina McLean, Head of English at Docklands Primary, also led research by the Australian Education Research Organisation on entrenched flaws in teaching writing in Australian schools. The pair are among a growing community of young educators driving a shift in primary years teaching, towards a systematic style that builds one piece of learning upon another, moving on only when concepts are mastered.
Read MoreA 2022 report highlighted in EducationHQ reveals that New Zealand's extensive shift to open-plan, student-led classrooms—termed Innovative Learning Environments (ILEs)—lacks a solid evidence base supporting their effectiveness. Initiated in 2011, this transformation aimed to modernize outdated classrooms but has since faced scrutiny over its actual impact on student learning outcomes. Dr. Nathaniel Swain’s educational philosophy aligns with the report's emphasis on evidence-based practices.
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