This guidance report is relevant to the teaching of all students, within any subject area. Most of the examples included are from Key Stages 1 to 4, where the research is strongest.
The Evidence To answer that question you need to drill down into the research a bit. The debunkers admit that people have fairly stable learning preferences.
They also admit that people have variable abilities in visual v.
When you combine preference with ability —— e. In a literature review of learning styles research, Pashler et al.
By excluding from the list of methodologically acceptable studies anything that involves the kind of creative activities that good teachers might come up with to address the needs of diverse learners. How can you achieve this?
By further simplification, of course: Like memorizing a random list of words.
The problem with this is that data on how people memorize a meaningless list of words may or may not have much to do with how they learn in complex, meaningful contexts.
Many studies have shown that people like rats and pigeons can be induced to perform mechanical learning tasks at a low level in response to rewards or punishments —— but in the long run it turns out that rewards and punishments lessen intrinsic motivation to learn.
So maybe most people can memorize a short random list of words equally well whether the words are presented visually or verbally. That, in itself, is a marginally interesting minor finding. But what does it really tell us? One neuro-imaging study has suggested that people who self-report as preferring information presented either verbally or visually may mentally convert information to their preferred modality, essentially picturing the words or naming the pictures in their minds.
The vast majority of the research in the field has simply been thrown out by the debunkers as methodologically flawed. As one teacher wrote: And despite what this study claims, I have found that these individuals do learn differently from one another.
They would encourage her to disregard her own perceptions, because science shows that our perceptions are often wrong. Then they would patiently lecture her on the merits of randomized controlled trials, and perhaps compare her to a believer in unicorns. But in truth the history of science has not always been kind to those who take this scornful attitude toward the common sense perceptions of non-scientists.
For decades, scientists believed that infants and animals lacked sufficiently developed neurological systems to experience pain —— so they performed surgery on human infants and animals without anesthesia.
But in both of these cases, the intuitive perceptions of untrained people turned out to be more accurate than the scientific dogma of the era.
Most ordinary pet owners believe their animals have emotions and feel pain, and certainly most mothers believe their babies do. These people were trying to make ethology a hard science So they objected — quite unpleasantly — to me naming my subjects and for suggesting that they had personalities, minds and feelings.
You cannot share your life with a dog But from baby formula to behaviorism, Team Science has not always turned out to be right.
To make note of this is not, however, to be anti-science: The conflict itself is a significant piece of data. There may turn out to be a reason for it. The question of what forms of knowledge are admissible in determining educational practice is not trivial, and should not be conceded lightly.
Randomized controlled trials serve an essential purpose in advancing our scientific understanding; but that does not mean that they are the only form of knowledge that has value, and it does not give us a simple recipe for determining how much weight they deserve in decision-making.
As economist Marc Bellemare has pointed out, in the complex realm of the social and behavioral sciences, I nsisting on RCTs is like the drunk looking for his car keys under the street lamp when he knows he lost them elsewhere, because the only place he can actually see is under the street lamp.
Many interesting research questions are not randomizable, but this should not prevent us from asking them. Which raises an important point. Because preventing us from asking the question seems to be exactly what the debunkers are trying to do.Math Methodology is a three part series on instruction, assessment, and curriculum.
Sections contains relevant essays and resources: Part 1: Math Methodology: Instruction The Instruction Essay (Page 1 of 3) on this page contains the following subsections: Introduction to Teaching Challenges. AMERICAN EDUCATOR | FALL 13 ing both the right learning strategies and background knowledge is important—if not essential—for promoting lifelong learning.
Today’s More Able students need to be two different types of learner – dolphins who can jump through the hoops of assessment, and monkeys able to explore learning.
AMERICAN EDUCATOR | FALL 13 ing both the right learning strategies and background knowledge is important—if not essential—for promoting lifelong learning. Photo taken by United States Army photographer Ronald L. Haeberle on the 16th of March in the aftermath of the Mỹ Lai massacre showing mostly women and children dead on a road.
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