Urban Myths about Learning and Education, #rEDScand version
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This document discusses several commonly held beliefs in education that have been debunked or lack evidence, including: - Kolb's learning styles having little effect on learning outcomes - The cone of experience model of multimedia learning being debunked in 2007 - Studies finding that differentiation for learning styles has no effect - Sources questioning whether school truly kills creativity or if it simply does not foster it enough The document advocates checking sources of educational theories and claims, as many popular beliefs may not be supported by evidence. It also suggests focusing on varying teaching methods and concrete examples rather than focusing on styles.
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Urban Myths about Learning and Education, #rEDScand version
- 1. God dag…
- 3. …and sorry. Flemish sounds almost Swedish, but it isn’t.
- 4. …and sorry. Flemish sounds almost Swedish, but it isn’t.
- 8. But also:
- 9. Very popular, No evidence! (Coffield, Moseley, Hall, & Ecclestone, 2004) Kolb’s Learning styles
- 10. Even worse: differentiation for learning styles has little to no effect! (Hattie, 2009, 2012 and quite a lot of others)
- 14. But also:
- 17. 2 lessons learned: 1. Don’t trust what you think you know
- 18. 2 lessons learned: 2. It’s also relevant to know why something works!
- 19. Next on my list:
- 22. Where does it come from?
- 23. Who made it?
- 24. Dale?
- 25. Bale?
- 26. Glaser?
- 27. Glasser?
- 30. Cone of experience = one of the first theories on multimedia learning (1946)
- 31. John Adams (1910) Order of concreteness: (1)the real object, for which anything else is a more or less inefficient substitute; (2)a model of the real object; (3)a diagram dealing with some of the aspects of the object; and (4)a mere verbal description of the object
- 33. Again 2 lessons learned: 3. Never trust neat percentages!
- 34. See also:
- 35. Again 2 lessons learned: 4. Don’t forget to think!
- 37. Prof. Mehrabian
- 39. “Unless a communicator is talking about their feelings or attitudes, these equations are not applicable.” (Mehrabian himself)
- 43. Guess who thinks this could be a myth?
- 44. Gardner: “A myth that irritates me is that people place my intelligences on the same foot- ing as learning styles. Learning styles say something about how people approach everything they do. If you are good at planning, people expect you to have a plan for everything you do. My own research and observations lead me to suspect that this is a wrong assumption.“ (Gardner in 1997)
- 45. Oh, and btw:
- 47. All good things come in threes?
- 48. Maslow
- 52. Lesson 6: An image helps to convince! (Newman, et al., 2012)
- 53. Lesson 6: An image helps to convince! (Newman, et al., 2012)
- 54. Checking the sources can also be very surprising…
- 57. And while talking TED…
- 58. What about him? é Sir Ken Robinson
- 61. But Torrance Tests of Creative Thinking uses a narrow definition of creativity. (Sawyer, 2012)
- 66. E.g.:
- 67. And: maybe – one day – cream pies or hot fudge may be declared healthy…
- 69. So to conclude: what I haven’t said!?
- 71. People don’t differ Not in learning style, but they do differ in prior knowledge and interests.
- 72. Stop trying and (re)searching? There is a still a lot to discover.