Beyond the Myths: Teaching with Science, Heart, and Artistry

As educators, it’s heartening to see the growing interest in the science of learning—a body of research that explores how the brain learns best and how we can use that knowledge to teach more effectively. This can be seen in the Victorian Teaching and Learning Model 2.0 and other frameworks across the country. However, with this growing interest, a range of myths and misunderstandings are starting to emerge.
These myths can paint an inaccurate, even disheartening, picture of what informed, effective teaching looks like. At worst, they risk turning teachers away from approaches that actually support their professional judgment, creativity, and connection with students.
Let’s take a closer look at five common myths: and the truths that bust them wide open. I’ve also included real-world classroom examples to show how vibrant and powerful learning becomes when we embrace the science of learning.
 
Myth 1: “We can’t display students’ work in the classroom anymore.”
Truth: We absolutely can: we just need to be intentional about how we do it.
One of the most persistent myths is that a Science of Learning approach means blank walls and lifeless rooms. But this is a misinterpretation of cognitive load theory. The research doesn’t say “no displays”. It says to avoid unnecessary distractions. When students are learning something new, the last thing they need is clutter pulling their attention away from the teacher, whiteboard, and core learning visuals.
But displays can have a powerful place in the classroom, especially when they’re curated carefully and used purposefully.
A source of pride in my own classroom has been our “Grow Wall.” It’s a space where students choose work they’re proud of- writing, artwork, maths challenges they’ve conquered- and we display it proudly. We refresh the wall regularly, and it tells a story of growth and achievement. Crucially, it’s placed at the back of the room, away from the direct line of sight during instruction, but right where parents can see it during drop-off and where students line up during the day. The wall celebrates student voice and effort without competing with the cognitive focus of a lesson.
When we understand the research, we can embrace celebration and clarity.

Myth 2: “Differentiation is dead.”
Truth: We’re still differentiating; just more effectively, and more sustainably.
Differentiation has long been a pillar of great teaching, but it’s also often a vague concept that becomes both misunderstood and unsustainable. Misunderstanding differentiation often involves teachers creating multiple versions of the same lesson, or “watering down” tasks in the name of accessibility. That approach is exhausting, and it rarely delivers equity or excellence.
The science of learning encourages us to ensure all students can engage with the same core knowledge and skills through strong instruction, effective scaffolds, and meaningful opportunities to deepen learning. It’s about making sure every student can succeed with the core learning, while giving those ready for more the chance to stretch and go deeper. It’s not about watering things down, but lifting everyone up.
I had the pleasure of recently seeing a teacher run a brilliant lesson on story structure. Every student was given a series of images and asked to sort them into narrative components—character, setting, problem, solution, and ending. This task gave every student access to the big idea. Then came the differentiation:

• Some students wrote simple labels or captions.
• Others wrote full sentences describing each element.
• The most confident were challenged to use rich vocabulary and connect ideas across the story.

Same task, shared purpose, multiple entry points. It’s a beautiful example of how differentiation can work when it’s grounded in shared learning goals, not separate activities. What made it so powerful was that the teacher never placed limits on any child; instead, she celebrated their success at each point and guided them toward the next challenge.

Myth 3: “There’s no space for creativity or critical thinking.”
Truth: Knowledge builds the foundation for both.
Another common misconception is that explicit instruction and knowledge-rich learning “kill creativity.” But the opposite is true: you can’t think deeply about something you don’t understand, and you can’t create with concepts you haven’t yet grasped.
When students have strong foundational knowledge, they ask better questions, make richer connections, and generate more original ideas. Their creativity isn’t diminished: it’s informed.
In my classroom, as we explored the world of Greek mythology, students began making comparisons that sparked rich, critical discussion. One student wondered if Ariel from The Little Mermaid might be related to Poseidon. Another asked whether Jesus and Zeus were similar. Someone else questioned what really causes lightning; was it Zeus, as the myths suggested, or something more scientific?
These conversations didn’t happen in a vacuum. They were the result of structured knowledge-building. The content gave them the tools to play, question, and imagine; and that’s true creativity.

Myth 4: “Students are becoming robots.”
Truth: Calm, focused classrooms amplify student voices.
There’s a worry that orderly classrooms stifle children’s personalities. The claim persists that if students are listening, following routines, and focused on their work, they must be “robotic.” We need to challenge that.
Calm classrooms aren’t quiet because of compliance. They’re calm because students know what to do. There’s security in routine, clarity in expectations, and freedom in structure. In that space, more students get to participate, especially those who might otherwise be overshadowed.
One of the greatest highlights of my career has been supporting a student who was selectively mute. Over time, with consistent routines, gentle encouragement, and clear expectations, she found her voice. A classroom that some might call “strict” was, in her case, a sanctuary; one that helped her feel seen, safe, and successful.
Children aren’t robots. They’re inherently joyful, curious, and capable. A well-structured classroom doesn’t suppress that; it makes space for it to flourish.
 
Myth 5: “It robs teachers of their artistry.”
Truth: The science of learning empowers great teaching; it doesn’t strip away our professional flair.
This is perhaps the myth that stings the most because it strikes at the heart of our profession. Teachers are artists. We build relationships, adapt to the moment, and respond with creativity and heart. So when we hear “science of learning,” some worry that it means robotic delivery that erases our individuality.
But here’s the truth: I’ve never visited two great classrooms that were identical. Even when a lesson is scripted, each teacher brings their own tone, personality, and strengths.
I worked with a teacher last year who brought music into every part of her practice. She had a song for nearly everything: transitions, spelling rules, even maths strategies! That was her superpower. While I’ve got a few songs up my sleeve, it’s not my strong suit, and that’s okay. I am still able to let my teaching shine in other ways.
The science of learning gives us the foundation to stand on, but it doesn’t define how we dance. It helps more students learn more effectively, more often. And when teachers feel confident in what works, it frees them to do what they do best: teach with joy, flair, and purpose.

Final Thought: Not a Restriction, but a Release
The science of learning isn’t about conformity. It’s about clarity.
It’s not about sameness. It’s about effectiveness.
When we move past the myths, we see the real story: students who are engaged and supported, teachers who are confident and creative, and classrooms that hum with the rhythm of learning.
Rather than something to resist, the science of learning is something we can embrace because it helps us do the work we came into teaching to do: help every student succeed.
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