S5E18: Glenn Whitman and Ian Kelleher on Bridging Learning Science and Classroom Reality

Mel Levine's 'All Kinds of Minds' presents a view of learning differences grounded in developmental neuropsychology, encouraging educators to recognize and support varied cognitive profiles. The book outlines a framework for assessing and teaching students with diverse learning needs and emphasizes strengths‑based, practical strategies. Levine's work led to a broader institute and resources used widely in special education and general classrooms to foster better understanding of neurodiversity. The approach advocates for diagnostic teaching — observing how students learn and adjusting instruction accordingly. It has influenced many educators seeking to make classrooms more inclusive and effective for all learners.

NeuroTeach, authored by Glenn Whitman and Ian Kelleher, aims to bridge cognitive science, neuroscience, and classroom practice by presenting research in teacher‑friendly language and offering actionable strategies. The book emphasizes translation rather than prescription, providing evidence‑informed ideas teachers can adapt and test in their own contexts. It was developed out of the Center for Transformative Teaching & Learning's work at St. Andrews and is field‑tested in real classrooms. NeuroTeach focuses on professional development, adult learning, and how to implement promising research responsibly within schools. The authors draw on their years of classroom experience to make the science accessible and practically useful for teachers.

Dan Willingham's 'When Can You Trust the Experts? ' (also known as an essay/booklet) provides readers with a framework for evaluating expert claims and popular science reporting. Willingham lays out practical criteria for assessing credibility, evidence quality, and the applicability of research findings to real‑world problems. Drawing on cognitive psychology and examples from education, he helps educators and the public make sense of conflicting claims and avoid being misled by oversimplified interpretations. The work emphasizes critical thinking about sources, replication, and the limits of generalizing research findings. It is widely used as a primer for teachers and policymakers engaging with research‑informed practice.

Mariale Hardiman's Brain‑Targeted Teaching Model offers a framework for aligning neuroscience and cognitive research with classroom practice. The model outlines areas of classroom teaching that should be targeted to support learning, such as attention, memory, and engagement, and provides strategies teachers can use. Hardiman has produced books and resources that translate complex brain research into actionable lesson design and assessment practices for educators. Her work has been influential in promoting evidence‑informed teaching and professional development focused on how the brain learns. The resources are commonly used by schools seeking to incorporate learning science into everyday instruction.

In 'Good to Great,' Jim Collins and his research team investigate why some companies achieve long-term greatness while others do not. The book identifies key concepts such as Level 5 Leadership, the Hedgehog Concept, a Culture of Discipline, and the Flywheel Effect. These principles are derived from a comprehensive study comparing companies that made the leap to greatness with those that did not. The research highlights that greatness is not primarily a function of circumstance but rather a result of conscious choice and discipline. The book provides practical insights and case studies to help businesses and leaders understand and apply these principles to achieve sustained greatness.