Thursday, January 24, 2019
I count myself as an educator. And, as I am also a lawyer too, like many attorneys, I sort of consider myself as a bit of an expert in all things too because the law, at least it seems to me, has its hook in every field of endeavor. As such, that means that I read and think an awlful lot, and therefore, I often see myself as an arm chair scientist, psychologist, and counselor too.
But, could a little bit of dabbling in neuroscience and learning knowledge be a bit misleading? Unfortunately, it seems that I'm not quite the expert in neuroscience and learning that I think I am (and, to be frank, I'm not much of an expert in most things at all).
The good news, if it is good, is that it seems like I'm not all alone, at least among educators. Indeed, research indicates that "neuromyths" are widespread among educators. K. Macdonald, L Germine, A. Anderson, J. Christodoulou, and L. McGrath, "Dispelling the Myth," Frontiers in Psychology (Aug 2017). In particular, according to this research article, educators can often be susceptible to neuroscience myths concerning learning. What's a neuromyth? Well, "[n]euromyths are misconceptions about brain research and its application to education and learning." Based on survey results with participants indicating whether a particular statement was true or false, "[t]he most commonly endorsed neuromyths item was 'individuals learn better when they receive information in their preferred learning style (e.g., auditory, visual, kinesthetic),'" with 76 percent of educators erroneously believing in the learning style myth. https://www.frontiersin.org/dispellingthemyth
Reading between the lines of the research article, it seems that educators like me are understandably scouring websites and media sources for the latest cure-all, really, anything at all, that might help our students improve their learning. That's because we all understand the immense value that learning brings to individuals and to the worlds in which we inhabit. That hunger for a solution, for a salve, for a cure-all, apparently means that as an educator I am vulnerable to neuroscience myths. Indeed, as explained in the same research article, "[o]ne characteristic that seems to unite...neuromyths together...is an underestimation of the complexity of human behavior, especially cognitive skills like learning, memory, reasoning, and attention. Rather than highlighting these complexities, each neuromyth seems to originate from a tendency to rely on a single explanatory factor, such as the single teaching approach that will be effective for all children...." https://www.frontiersin.org/dispellingthemyth
There's actually some very good news about the neuroscience myth concerning learning styles. It seems that classroom teachers who "weave visual and auditory modalities into a single lesson rather than providing separate modality-specific lessons to different groups of children based on self-identified learning style preferences" actually enhance learning. As such, "[a]n unintended and potentially positive outcome of the perpetuation of the learning styles neuromyth is that teachers present material to students in novel ways through multiple modalities, thereby providing opportunities for repetition which is associated with improved learning and memory in the cognitive and educational literatures." https://www.frontiersin.org/dispellingthemyth. In other words, although the myth itself lacks empirical evidence to justify teaching to a particular student's preferred learning style, the method of implementation ends up producing concrete empirical evidence - according to peer-review research articles - of improvements in learning outcomes. In short, the ends end up justifying the means, so to speak.
What do to about neuroscience myths concerning learning? Well, the article has some suggestions. Most to the point, the article suggests that educators ought to seek out peer-review articles behind the latest media stories and internet crazes. Those stories might not be crazy at all, but often times, there's more lurking behind the story than first appears. So, it's important for us as educators to take time to read the research, maybe just like we teach our students to read cases, with a critical eye. (Scott Johns).