Learning Styles in the Classroom (Fact or Fiction?) скачать в хорошем качестве

Learning Styles in the Classroom (Fact or Fiction?)

In this installment of 'From Theory to Practice', we explore a prominent piece of research that sheds some light on the age old debate about learning styles in the classroom. RESEARCH: Constraint-Induced Movement Therapy After Stroke (G. Kwakkel, 2015) The implications of this research are largely medical in nature … but it reveals some key takeaways for educators and students regarding the notion of learning styles. Now, a bit of background … The idea that humans are born with an inherent, fixed learning style goes back at least a century. In education, the idea gained momentum in the 1970’s along with a larger push to adopt more individualized teaching strategies in the classroom. Learning styles are generally grouped into four main categories known as the VARK model: Visual; Auditory; Read-Write; and Kinesthetic … although, from time to time, additional sub-categories have (satirically) been postulated. For example, here's an old headline form The Onion: "Parents Of Nasal Learners Demand Odor-Based Curriculum" Anyway, here’s the thing. Even though they continue to shape our thinking about education, there is no compelling evidence or scientific research to support the idea that fixed learning styles even exist … let alone the claim that teaching to specific learning styles produces better student outcomes. As renowned English scientist Susan Greenfield has pointed out, the concept of fixed learning styles is "nonsense" from a neuroscientific standpoint: "Humans have evolved to build a picture of the world through our senses working in unison, exploiting the immense inter-connectivity that exists in the brain”. Worse yet, labeling children with a learning style can restrict learning by promoting a fixed mindset, as opposed to a growth mindset. In other words, learning styles can become a convenient self-limiting story for students that undermines the very growth and development we seek in the classroom. Nevertheless -- despite the lack of supporting evidence, and the potential shortcomings -- the faith in learning styles remains prominent in education. Ulrich Boser of The Learning Agency recently surveyed a random sample of 200 K-12 educators, and found that 97% of respondents endorsed the idea of learning styles. Meanwhile, U.S. education secretary Betsy DeVos still considers herself a “visual learner”, and openly supports schools that “work to ensure all children have access to an education that fits their learning style” … even though U.S. Department of Education has rejected the validity of learning styles for years. In the end, learning styles are an example of what psychologist Scott Barry Kaufman calls ‘neuromythology’ -- a popular idea that endures despite little evidence to support it. This particular myth, Kaufman says, “is paved with good intentions … but that still doesn't mean it can't be harmful to students”. However, I do want to make one critical distinction here: even though there is no strong evidence to support the idea that fixed learning styles exist, learning preferences certainly do. And, I think a lot of the contention on this topic comes from a failure properly define/distinguish between these two. In this video, I explore an piece of research that challenges many of our longstanding beliefs about post-stroke movement therapy, which in turn sheds some important light on the idea of learning styles and learning preferences. Give it a watch, and let me know what you think in the comments. And, as always, if you likes this video, you can support our channel by liking, sharing and subscribing ... like, right now ;) #LearningStyles #LearningStylesMyth #ScienceOfLearning --- JARED COONEY HORVATH | PhD, MEd Dr. Jared Cooney Horvath is an award-winning cognitive neuroscientist, best-selling author and renowned keynote speaker with an expertise in human learning, memory, and brain stimulation. Dr. Horvath has published 4 books, over 30 research articles, and currently serves as an honorary researcher at the University of Melbourne and St. Vincent's Hospital in Melbourne. His research has been featured in popular publications including The New York Times, WIRED, BBC, The Economist, PBS's Nova and ABC’s Catalyst. https://www.lmeglobal.net/media --- LME GLOBAL LME Global is a mission-driven company aiming to serve students, educators and business professionals through applied brain science. LME Global was co-founded by renowned cognitive neuroscientist Dr. Jared Cooney Horvath to bring his pioneering brain and behavioral research to teachers, organizations and professionals seeking to boost their performance and gain a competitive edge. https://www.lmeglobal.net/