Schedule & Sessions — researchED Toronto 2026

Programme

Schedule & Session Directory

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Showing 3 of 41 sessions

Round 2 Breakouts

11:10 AM – 11:50 AM1 session

Science of Learning & CogSci

Round 2 Breakouts · 11:10 AM – 11:50 AM

Teaching for Cognitive Engagement

Rebecca Huggins

Secondary Literacy Leader & Instructional Systems Specialist, Author, Teaching for Cognitive Engagement

This session challenges the idea that automated digital personalization is the primary route to educational equity. Rebecca Huggins presents nine high-impact practices, including explicit teaching, knowledge building, scaffolding, and retrieval practice, that foster deep cognitive engagement and help close achievement gaps.

Round 3 Breakouts

1:50 PM – 2:30 PM1 session

Science of Learning & CogSci

Round 3 Breakouts · 1:50 PM – 2:30 PM

15 years of mythbusting in education... what are the lessons learned?

Dr. Pedro De Bruyckere

Educational Scientist & Myth-Buster, Utrecht University · Leerpunt, Flanders

After 15 years of challenging myths about learning and education, what have we actually learned? In this session, we will go beyond breaking down well-known myths such as learning styles and digital natives. Myths in education do not tend to fade away – they evolve, they recur in new incarnations, and they have some element of truth in them which makes them particularly convincing. While the good story might prevail over good data, sometimes the good idea in education becomes a bad practice. Using examples taken from the research and educational history, as well as some “zombie ideas” in education, Pedro De Bruyckere reflects on five lessons learnt through several years of myth-busting.

Round 4 Breakouts

2:40 PM – 3:20 PM1 session

Science of Learning & CogSci

Round 4 Breakouts · 2:40 PM – 3:20 PM

Closing the Gap: Direct Instruction as Equity in Action

Dr. Todd Cunningham

CEO & Head of Research, Learn Different · Associate Professor, University of Toronto

Students with learning difficulties and disabilities often receive the least effective instruction despite facing the greatest academic hurdles. This session examines the extensive evidence supporting Direct Instruction and argues that structured, explicit instructional design is essential for educational equity.