Deans for Impact updates learning guide

Deans for Impact released the second edition of The Science of Learning on May 19, 2026, the nonprofit said in a statement. The updated guide synthesizes recent cognitive‑science research on memory, attention, motivation and common misconceptions about learning. Valerie Sakimura, chief executive officer of Deans for Impact, said the revision reflects shifts in teacher preparation and a push to connect research to classroom practice. The organization said educators can download the report from its website. ### What specific learning processes does the new edition highlight? The report identifies working memory limits, retrieval practice, chunking and the externalising of task steps as central to classroom design, Deans for Impact said. The second edition updates guidance on how these cognitive processes interact to shape durable learning. The accompanying PDF report lists retrieval practice, spaced practice and interleaving among recommended strategies for strengthening memory and transfer. (deansforimpact.org) ### How does the guide tell teachers to reduce cognitive load during lessons? Deans for Impact recommends shortening verbal directions, posting step‑by‑step sequences, and using visual scaffolds to make procedures explicit, the organization said. The report advises teachers to chunk complex tasks into discrete phases and to externalise procedural steps—using charts, role cards or checklists—so students do not have to hold multiple instructions in working memory. (prweb.com) ### What advice does the update give about attention and classroom technology? The second edition frames attention as a limited resource and urges teachers to design bounded, clearly signalled tasks that protect students’ focus, Deans for Impact wrote. The report stops short of prescribing device bans but recommends that any instructional technology enter and exit lessons on a visible cue and serve a single, explicit purpose. (deansforimpact.org) District debates over classroom screens — such as recent Los Angeles Unified discussions to limit early‑grade device use — form the broader policy context the report addresses. ### How should STEAM teachers apply the recommendations in hands‑on lessons? The report suggests that STEAM teachers front‑load materials lists and role assignments and design short, goal‑bound device uses followed immediately by hands‑on building or reflection, Deans for Impact said. It specifically recommends visual exemplars and posted sequences in mixed‑age or K–5 settings so students know what “finished for now” looks like. (deansforimpact.org) ### Who has endorsed the new edition and how widely used is the guide? Deans for Impact said the first edition has been downloaded more than one million times and that the second edition was reviewed and endorsed by over 100 field experts and organizations. The group also noted it has worked with nearly 300 teacher‑preparation programs and that its work has reached more than 110,000 teachers over the last decade. (deansforimpact.org) ### Where can educators get the report and what are the next steps? The report is available for download on Deans for Impact’s website, DFI said, and the organization encouraged teacher‑educators and district leaders to use the summary as a foundation for instruction and preparation programs. State and district movements to tighten classroom screen practices are continuing: the Los Angeles Unified School District asked staff to develop a screen‑time policy for board approval by June ahead of 2026‑27 implementation, according to local coverage. (deansforimpact.org) Deans for Impact said the new edition will be used in ongoing partnerships with teacher‑preparation programs and districts; the organization cited May 19, 2026, as the publication date and encouraged immediate downloads and local adaptation. (deansforimpact.org)