Debunking myths

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Transcript of Debunking myths

Debunking Myths

Debunking MythsMildred starks

MythAll students learn differentlyVisual AuditoryKinestheticStudent progression happens based on teacherMust identify individual learning styleNot based on student effort Not based on student ability (Singal, 2015)

MythLearning stylesNeuromythNumerous amounts of literature validates (Singal, 2015)

ConsEducator ResearchSearch for literature will support using learning stylesImplicit or DirectVarious research supports using learning styles in Higher EducationDiscouragingDeviates from scientific reasoning (Singal, 2015)

ConsLearning StylesIntuitive and natural concept (Singal, 2015)

HypothesisStudents may have preferred learning method; matching that need does not lead to better learning (Ashman, 2016)Teacher EducationPromotes learning styles; should not be reflected in professional curriculum (Ashman, 2016)

ProsUnfortunateVerified eventually (Singal, 2015)EventualityTrickles down to those who benefit most from it; although slowly (Singal, 2015)DebunkedNo evidence to support it (Ashman, 2016)

What is Known to Be AccurateHow we learnRemembering and forgetting closely relatedNeither one is naturalConcentration should include breaksSpaced studyBreaking learning into breaksMore efficientRicher learning (Carey, 2014)

What is Known to Be AccurateInterleavingIncorporate related material while studying (i.e. music/scales-theory), (Carey, 2014)Alternate differing problems (Dunlosky, Rawson, Marsh, Nathan, Willingham, 2013)Perceptual DiscriminationActive, applies to all senses(Carey, 2014)IncubationPut problem aside; stop thinking; mental process of reorganizing information (Carey, 2014)PercolationThe art of successful procrastination; stalling and completing later (Carey, 2014)ForgettingCrucial to learning (Carey, 2014)

What Is Know to Be InaccurateFormer thinking not about scienceLearning frustrations were incorrectFocused concentration is ineffective (Carey, 2014)

Myth Relation To How People LearnBad habitsDistractions, diversions, napping, assist in learning processStudying should be shifted around life (Carey, 2014)

Myth Relation to How Neuroscience Has Been Appropriated for Educational UseScientists figuring out how cells assist us in learningMeaning Maintenance ModelFrustrations send brain into full forceBrain tries to find meaningBrain looks for structureThat search helps with learningBrain desires meaningThat meaning helps understand complex patterns (Carey, 2014)

Myth Relation to How Cognitive Science Has Been Appropriated for Educational UseDisorientation causes hypersensitive feelingsMotivated learner is ready for comprehensionUneasy feelings is not the end, but the beginningResearch is practicalNot necessary to spend all time and effort learningLearning can be disorganizedTime of studyingContentThere is value in combining old and new information (Carey, 2014)

ReferencesAshman, G. (2016, February 21). Victoria University promotes Learning Styles Theories. In Filling the Pail. Carey, B. (2014). How we learn: The surprising truth about when, where, and why it happens. New York, NY: Random House. ISBN: 978-0-8129-9389-9Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4-58. doi: 10.1177/1529100612453266Singal, J. (2015, December 28). One Reason the 'Learning Styles' Myth Persists. In Science of Us.