Why Don’t Students Like School, by Daniel Willingham, is an excellent place to start.  He’s a very good cognitive scientist, has written answers to teachers’ questions in the American Federation of Teachers newsletter for many years, and put this together to help answer the most common questions teachers have about learning.  Highly readable - addresses misconceptions and opportunities both. 

Why we need learning engineers, by Bror Saxberg, is an editorial that talks about the need for learning engineers in learning and training environments, and draws an analogy to chemical engineers:  people who draw on modern chemistry, but also are trained to think about working within regulatory environments, economic constraints, and at massive scale as well.

Talent is Overrated, by Goeff Colvin, is a very approachable discussion of how cognitive science has changed our views of expertise and how top performers got there:  it’s all about large amounts of deliberate practice and feedback, not some early/genetic “gift.”  Many examples from various industries back this up.

Breakthrough Leadership in the Digital Age, by Rick Hess and Bror Saxberg, is an exploration of how learning engineering can change how teachers, principals, and policy makers think about their work.

Designing for Learning: A Primer on Key Insights from the Science of Learning and Development, by Jenn Charlot, Cynthia Leck, and Bror Saxberg, is a synthesis of a wide array of learning science suitable for teachers and schools to dig in for innovation purposes.  The same link also takes you to a “learning science trading card deck,” that can be the focus of design activities for a team, looking activity by activity, lesson by lesson, to see what aspects of the sciences of learning might be applicable.

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