Introduction

The introduction of this book addresses major educational myths and seeks to dispel persistent beliefs that remain popular despite limited scientific support. These myths include misconceptions about motivation, the pitfalls of text leveling, and the misuse of—sometimes overreliance on—differentiation models. It introduces the nine instructional strategies, grounded in cognitive science, that serve as the core focus of the ensuing chapters. Through a historical lens, the introduction examines philosophy-based instructional practices (e.g., constructivism or progressivism), noting their emphasis on student-centered classrooms and their de-emphasis on explicit teaching approaches. The introduction further frames how all learners have commonalities in the way the brain processes new information and transfers knowledge from short- to long-term memory. Importantly, it underscores the value of explicit, systematic instruction at all levels of learning—a practice often neglected in secondary schools, where students are frequently assumed to be disciplinary experts.