Memory, explicit teaching, misconceptions, modelling & scaffolding with worked examples

How can science teaching be structured to improve student understanding, retention and independence? What does research tell us about making scientific thinking more visible and learnable? This full‑day professional learning workshop, led by Michael Rosenbrock, supports teachers in independent schools to apply evidence‑based principles from the science of learning to everyday science classrooms. The day focuses on strengthening explicit instruction in science, using practical strategies aligned with the Australian Curriculum v9.

Participants will explore:

• the core features of explicit teaching in science

• how memory and cognitive load influence learning

• effective modelling and explanation of scientific concepts

• scaffolding learning and gradually releasing responsibility

• using worked examples to support scientific reasoning

• identifying and addressing common student misconceptions

The workshop is highly practical, drawing on classroom examples from primary and secondary science and supporting teachers to translate research into clear, curriculum‑aligned practice.

This professional learning is suited to science teachers, curriculum leaders and school leaders seeking to strengthen science instruction across independent school contexts.