Learning & Teaching

From April 22nd to 24th, staff at St Patrick’s Tongala joined educators from across the Sandhurst Diocese for a transformative three-day professional development event led by internationally renowned neuroscientist and educator, Dr Jared Cooney Horvath. The sessions explored the Science of Learning, providing powerful insights into how students learn best and how teachers can harness cognitive science to enhance classroom practice. 

Dr Horvath began by challenging common assumptions about the brain, revealing that its primary function is coding. Through engaging presentations and practical examples, staff explored the difference between bottom-up (easy) and top-down (effortful) processing, and how these shape student understanding. 

One of the most valuable sessions explored stress and performance, reframing stress as a potentially positive tool for reflection and growth when understood and managed well. Dr Horvath also emphasised the critical role of relationships and classroom environment in driving academic performance. 

A highlight for many was the discussion on learning principles. We learned that written text and spoken word don’t mix, whereas spoken word and visuals do, and that memory is always interpretive. These simple yet powerful ideas will shape how we present information to students moving forward. 

The second day introduced Steplab, a platform that supports evidence-based instructional coaching, and explored the challenge of learning transfer—helping students apply what they know across contexts. We also tackled the delicate balance between academic performance and nurturing creativity. 

The final day focused on the power of memory in learning, including strategies like spaced repetition, retrieval practice and interleaving to maximise retention. As Dr Horvath noted, “We can’t apply what we don’t remember.” 

As a staff, we concluded the professional learning by developing practical, personalised implementation plans. 

This shared learning experience has re-energised our team and reaffirmed our commitment to delivering high-impact, evidence-based teaching that meets the needs of all learners.