Many educators give a learning styles inventory to their students each year to discover if they are auditory, kinesthetic, or visual learners. For several years, I did too. It was one of many assessments that I gave each fall to learn more about my students. Fast forward several years and learning styles are considered a neuromyth.
What are neuromyths? Betts et al. (2019) define neuromyths as “false beliefs, often associated with education and learning, that stem from misconceptions or misunderstandings about brain function (p. 5). Some of these myths include left brain and right brain learners, learning styles, that we only use 10% of our brains, multi-tasking, and many more. As advancements are made in psychology, neuroscience, and learning sciences, many of these neuromyths are being exposed or debunked. However, some of them are so pervasive that they can be difficult to dispel.
Instructors, instructional designers, and administrators in higher education recently participated in a study about neuromyths and evidence-based practices. The participants were surveyed about awareness of neuromyths, awareness of evidence-based learning, and professional development in brain learning. Though many working in higher education are aware of neuromyths and are aware of evidence-based learning, some are not (Betts et al., 2019). The results of the study are published in the following report. International Report: Neuromyths and Evidence-Based Practices in Higher Education.
As educators, it’s our responsibility to stay informed about how the brain works, use evidence-based practices in our teaching, and help to dispel these myths (Betts et al., 2019). As I was thinking about this topic, I ran across the first part of an article by Jay McTighe and Judy Willis called How the Brain Learns Best. When students aren’t responding to our teaching, it might not be for the reasons that we think. Check out their article to find out what some of those reasons might be.
As we continue to develop our understanding of how the brain works, we can adjust our methods to experience better results. For some practical tips to make learning stick, see this July 2015 Cult of Pedagogy blog post by Jennifer Gonzalez called “Make It Stick: The Science of Successful Learning.” The post includes an audio interview with Peter C. Brown, an author of a book by the same name. In addition to the interview, the post includes several practical suggestions for use in the classroom and to share with students.
Betts, K., Miller, M., Tokuhama-Espinosa, T., Shewokis, P., Anderson, A., Borja, C., Galoyan, T., Delaney, B., Eigenauer, J., & Dekker, S. (2019). International report: Neuromyths and evidence-based practices in higher education. Online Learning Consortium: Newburyport, MA.
Catalyst 