{"id":1899,"date":"2017-04-02T17:00:43","date_gmt":"2017-04-02T17:00:43","guid":{"rendered":"https:\/\/braindevs.net\/blog\/blog\/?p=1899"},"modified":"2017-12-28T01:03:34","modified_gmt":"2017-12-28T01:03:34","slug":"neuromyth-or-neurotruth","status":"publish","type":"post","link":"https:\/\/www.learningandthebrain.com\/blog\/neuromyth-or-neurotruth\/","title":{"rendered":"Neuromyth or Neurotruth?"},"content":{"rendered":"

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In the spirit of April Fool’s Day, I thought it would be fun to consider several of the false — even foolish — beliefs that people often have about brains. Take a look at the six statements below and judge whether each is true or false – a learning fact<\/em> or a learning myth<\/em>. Then, after the brain break in the middle of the article, check out the answers. Enjoy.<\/span><\/p>\n

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  1. Hemispheric dominance in the brain means some people are dominantly left brained (more analytical), while some are dominantly right brained (more creative)<\/span><\/li>\n<\/ol>\n
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    1. Some people are kinesthetic learners, some are auditory learners, and some are visual learners.<\/span><\/li>\n<\/ol>\n
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      1. Lecture is an outmoded form of teaching<\/span><\/li>\n<\/ol>\n
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        1. Male and female brains are significantly different<\/span><\/li>\n<\/ol>\n
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          1. Typing notes in class is just as effective as handwriting them<\/span><\/li>\n<\/ol>\n
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            1. Rereading notes is a good way to prepare for a test, so teachers should actively coach this skill<\/span><\/li>\n<\/ol>\n
              \"Wonderful<\/a>
              The Wonderful World of Teaching, by Joe Wolf<\/figcaption><\/figure>\n

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              1. False: <\/b>There is no such thing as left\/right brain dominance. All thinking tasks involve multiple parts of the brain working together in a coordinated way \u2013 some on the left side, some on the right. This coordination is helped by a massive group of fibers called the corpus callosum that links the two sides.<\/span><\/li>\n<\/ol>\n
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                1. False:<\/b> each student has different current strengths and weaknesses, and it is good for students and teachers to be aware of these. But research suggests that labels like \u201ckinesthetic learner\u201d are harmful because they can become self-fulfilling prophecies. In fact, neuroplasticity means that current strengths and weaknesses can change over time with the thoughtful use of strategies. [1]<\/span><\/li>\n<\/ol>\n
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                  1. False: <\/b>Core knowledge is a fundamental part of any learning episode. Lecture is one method to use to help build this core knowledge. But to be effective, it should be used strategically, and in conjunction with other methods. In particular, teacher should use strategies that require students to recall knowledge, such as formative assessments, and ones that require students to use the knowledge in a novel context. The goal is to build knowledge that is durable and flexible.\u00a0<\/span><\/li>\n
                  2. False: <\/b>Though there may be subtle differences between male and female brains, the normal and natural range of differences within each gender is far, far greater than the differences between them. There is absolutely no significant evidence to suggest that the genders learn or should be taught differently. This myth might stem from a misinterpretation of books such as\u00a0<\/span>The Essential Difference: Men, Women, and the Extreme Male Brain<\/span><\/i>, which focused largely on patients with autism. [2]<\/span><\/li>\n<\/ol>\n
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                    1. False <\/b>(for most people): \u201cBecause handwriting is slower, we are forced to interpret and paraphrase\u00a0what a speaker says instead of simply\u00a0producing a transcript. This act of synthesis leads to better semantic processing, which means that schematic changes to long-term memory are likely to be taking place as notes are taken. Typing, because it demands less of us, results in less change to long-term memory.\u201d [3]<\/span><\/li>\n<\/ol>\n

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                      1. False:<\/b> Rereading is not the best method because it can give \u201cthe illusion of fluency\u201d \u2013 students become familiar with the words and think they \u201cget it\u201d when they might not. Research suggests that active recall methods: <\/span><\/li>\n<\/ol>\n