How does understanding memory and cognition shape better teaching?

In this episode of Teaching Channel Talks, Dr. Wendy Amato sits down with Meg Lee, founder of Learning Science Partners and an expert in evidence-based instruction, to explore how teachers can apply cognitive science in practical, classroom-specific ways. They discuss retrieval, attention, and effortful thinking, and how routines, pacing, and reflection can be adjusted to better support how students retain and recall information. Meg shares how small shifts in your teaching practice, rooted in research, can lead to stronger outcomes for all learners.

Resources for Continued Learning

Inside the Work of Learning Science Partners

Co-founded by Meg Lee and Dr. Jim Heal, Learning Science Partners works directly with schools, districts, and education organizations to apply cognitive science principles in ways that are practical, sustainable, and responsive to classroom realities. Their work includes long-term partnerships, implementation coaching, and building a shared understanding of how learning really happens.

Mindsets for Home and School

In Mindsets for Parents: Strategies to Encourage Growth Mindsets in Kids, Meg Lee offers a practical guide to building growth mindset habits with children. With real-world examples, prompts for reflection, and approachable brain research, the book offers practical strategies for building a growth mindset culture with children of all ages, at home or in the classroom.

Designing Better PD With Brain Science

How Understanding the Brain Improves Educator Learning explores how attention, memory, and cognitive load impact what teachers take away from professional learning. It highlights practical ways to design sessions that support long-term retention and real classroom impact.

A District-Wide Look at Learning Science in Action

This feature in The 74 spotlights Frederick County Public Schools, where Meg helped lead an ambitious effort to align teaching and professional learning with research on how the brain learns. The article explores how this system-wide approach is raising outcomes for both students and teachers.