How can you challenge common teaching and learning myths?

1 Myth 1: Learning styles

You may have heard that students have different learning styles, such as visual, auditory, or kinesthetic, and that you should tailor your teaching methods to match them. However, there is no scientific evidence that learning styles exist or that they improve learning outcomes. In fact, relying on learning styles can limit your students' exposure to different modes of instruction and reduce their flexibility and adaptability. Instead of categorizing your students by learning styles, you should use a variety of teaching strategies and media that can address different cognitive processes and engage your students in active learning.

2 Myth 2: Multitasking

You may have noticed that some of your students use their laptops, phones, or other devices during your lectures or activities, and that they claim they can multitask effectively. However, there is ample evidence that multitasking impairs attention, memory, and comprehension, and that it can lower academic performance and increase stress. Instead of allowing or ignoring multitasking, you should set clear expectations and policies for device use in your classroom, and explain the benefits of focusing on one task at a time. You should also design your sessions to be interactive and relevant, and provide frequent feedback and checks for understanding.

3 Myth 3: Intelligence

You may have believed that intelligence is a fixed and innate trait that determines how well your students can learn and perform. However, there is a growing body of research that suggests that intelligence is malleable and influenced by various factors, such as motivation, effort, mindset, and environment. Instead of labeling your students by their intelligence or ability, you should foster a growth mindset in yourself and your students, and emphasize the value of learning from mistakes, seeking feedback, and applying strategies. You should also provide your students with challenging and meaningful tasks that can stimulate their curiosity and creativity.

4 Myth 4: Assessment

You may have followed the traditional approach of assessing your students' learning through summative tests or exams at the end of a course or unit. However, this approach can have several drawbacks, such as inducing anxiety, encouraging surface learning, and neglecting other aspects of learning, such as skills, attitudes, and behaviors. Instead of relying on summative assessment, you should incorporate formative assessment throughout your course, and use a range of assessment methods and criteria that can capture your students' progress and achievements. You should also involve your students in the assessment process, and provide them with constructive and timely feedback that can help them improve their learning.

5 Here’s what else to consider

This is a space to share examples, stories, or insights that don’t fit into any of the previous sections. What else would you like to add?