Learning myths #2: Learning formats ЁЯСЗ

Many believe that there are different types of learners

I.e. some people learn more effectively from visual material, some from auditory material and others from kinaesthetic practice

Therefore, instruction should be tailored to each learnerтАЩs preferred style (1/11)
Paul Howard-Jones (2014) suggested that this assumption is based on the fact that different regions of the cortex have different roles in visual, auditory, and sensory processing, so students should learn differently тАЬaccording to which part of their brain works betterтАЭ (2/11)
Yet, despite the popularity of the theory, there is ample evidence to contradict its validity (3/11)
Tesia Marshik (2015) gave an example of a study to test this.

Participants are given a list of words to memorise. They are either presented with the written list of words, with images of the words, or they listen to the words being read aloud (4/11)
The assumption would be that visual learners would recall more words when they saw them, and auditory learners would recall more words when they heard them, and so on (5/11)
But when similar studies were replicated across many different contexts, with many different people of all ages, the findings were clear:

Learning is the same regardless of how the content is presented to the learner (6/11)
In 2004, Frank Coffield led research into the 13 most popular models of learning styles and found there wasnтАЩt sufficient evidence to cater teaching techniques to various learning styles. Massa and Mayer found similar results in 2006 (7/11)
So, if learning styles donтАЩt exist, how should we deliver content?

Pashler et al (2009) concluded that this depends on the content itself. A writing course would be best delivered by verbal instruction, a geometry lesson would require visual-spatial materials, etc (8/11)
We try to incorporate this into our courses - we match our teaching to the content.

WeтАЩll explain a physics concept through animation, but focus on written mathematics when solving a physics problem. (9/11)
Marshik argues that new information is more likely to be retained when it is organized in a meaningful way - when we are shown examples or when it is connected to our pre-existing knowledge

But information isnтАЩt made meaningful by catering to
specific learning styles (10/11)
E.g. the best way to learn how to play football is by playing a game. But watching a game, or hearing coaching while youтАЩre playing would also help

Incorporating multiple sensory experiences into a lesson, rather than limiting ourselves to just one, can enhance learning (11/11)
Sources:

https://t.co/XIFCN19cWb

Massa & Mayer (2006) Testing the ATI hypothesis...

Ted (2015) Tesia Marshik: Learning styles & the importance of critical self-reflection

Pashler et al (2009) Learning styles: Concepts and evidence

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@franciscodeasis https://t.co/OuQaBRFPu7
Unfortunately the "This work includes the identification of viral sequences in bat samples, and has resulted in the isolation of three bat SARS-related coronaviruses that are now used as reagents to test therapeutics and vaccines." were BEFORE the


chimeric infectious clone grants were there.https://t.co/DAArwFkz6v is in 2017, Rs4231.
https://t.co/UgXygDjYbW is in 2016, RsSHC014 and RsWIV16.
https://t.co/krO69CsJ94 is in 2013, RsWIV1. notice that this is before the beginning of the project

starting in 2016. Also remember that they told about only 3 isolates/live viruses. RsSHC014 is a live infectious clone that is just as alive as those other "Isolates".

P.D. somehow is able to use funds that he have yet recieved yet, and send results and sequences from late 2019 back in time into 2015,2013 and 2016!

https://t.co/4wC7k1Lh54 Ref 3: Why ALL your pangolin samples were PCR negative? to avoid deep sequencing and accidentally reveal Paguma Larvata and Oryctolagus Cuniculus?
ЁЯМ║рдХреИрд╕реЗ рдмрдиреЗ рдЧрд░реБрдбрд╝ рднрдЧрд╡рд╛рди рд╡рд┐рд╖реНрдгреБ рдХреЗ рд╡рд╛рд╣рди рдФрд░ рдХреНрдпреЛрдВ рджреЛ рднрд╛рдЧреЛрдВ рдореЗрдВ рдлрдЯреА рд╣реЛрддреА рд╣реИ рдирд╛рдЧреЛрдВ рдХреА рдЬрд┐рд╣реНрд╡рд╛ЁЯМ║

рдорд╣рд░реНрд╖рд┐ рдХрд╢реНрдпрдк рдХреА рддреЗрд░рд╣ рдкрддреНрдирд┐рдпрд╛рдВ рдереАрдВредрд▓реЗрдХрд┐рди рд╡рд┐рдирддрд╛ рд╡ рдХрджреНрд░реБ рдирд╛рдордХ рдЕрдкрдиреА рджреЛ рдкрддреНрдирд┐рдпреЛрдВ рд╕реЗ рдЙрдиреНрд╣реЗ рд╡рд┐рд╢реЗрд╖ рд▓рдЧрд╛рд╡ рдерд╛редрдПрдХ рджрд┐рди рдорд╣рд░реНрд╖рд┐ рдЖрдирдиреНрджрднрд╛рд╡ рдореЗрдВ рдмреИрдареЗ рдереЗ рдХрд┐ рддрднреА рд╡реЗ рджреЛрдиреЛрдВ рдЙрдирдХреЗ рд╕рдореАрдк рдЖрдХрд░ рдЙрдирдХреЗ рдкреИрд░ рджрдмрд╛рдиреЗ рд▓рдЧреАред


рдкреНрд░рд╕рдиреНрди рд╣реЛрдХрд░ рдорд╣рд░реНрд╖рд┐ рдХрд╢реНрдпрдк рдмреЛрд▓реЗ,"рдореБрдЭреЗ рддреБрдо рджреЛрдиреЛрдВ рд╕реЗ рд╡рд┐рд╢реЗрд╖ рд▓рдЧрд╛рд╡ рд╣реИ, рдЗрд╕рд▓рд┐рдП рдпрджрд┐ рддреБрдореНрд╣рд╛рд░реА рдХреЛрдИ рд╡рд┐рд╢реЗрд╖ рдЗрдЪреНрдЫрд╛ рд╣реЛ рддреЛ рдореБрдЭреЗ рдмрддрд╛рдУред рдореИрдВ рдЙрд╕реЗ рдЕрд╡рд╢реНрдп рдкреВрд░рд╛ рдХрд░реВрдВрдЧрд╛ ред"

рдХрджреНрд░реВ рдмреЛрд▓реА,"рд╕реНрд╡рд╛рдореА! рдореЗрд░реА рдЗрдЪреНрдЫрд╛ рд╣реИ рдХрд┐ рдореИрдВ рд╣рдЬрд╝рд╛рд░ рдкреБрддреНрд░реЛрдВ рдХреА рдорд╛рдВ рдмрдиреВрдВрдЧреАред"
рд╡рд┐рдирддрд╛ рдмреЛрд▓реА,"рд╕реНрд╡рд╛рдореА! рдореБрдЭреЗ рдХреЗрд╡рд▓ рдПрдХ рдкреБрддреНрд░ рдХреА рдорд╛рдВ рдмрдирдирд╛ рд╣реИ рдЬреЛ рдЗрддрдирд╛ рдмрд▓рд╡рд╛рди рд╣реЛ рдХреА рдХрджреНрд░реВ рдХреЗ рд╣рдЬрд╝рд╛рд░ рдкреБрддреНрд░реЛрдВ рдкрд░ рднрд╛рд░реА рдкрдбрд╝реЗред"
рдорд╣рд░реНрд╖рд┐ рдмреЛрд▓реЗ,"рд╢реАрдШреНрд░ рд╣реА рдореИрдВ рдпрдЬреНрдЮ рдХрд░реВрдВрдЧрд╛ рдФрд░ рдпрдЬреНрдЮ рдХреЗ рдЙрдкрд░рд╛рдВрдд рддреБрдо рджреЛрдиреЛ рдХреА рдЗрдЪреНрдЫрд╛рдПрдВ рдЕрд╡рд╢реНрдп рдкреВрд░реНрдг рд╣реЛрдВрдЧреА"ред


рдорд╣рд░реНрд╖рд┐ рдиреЗ рдпрдЬреНрдЮ рдХрд┐рдпрд╛,рд╡рд┐рдирддрд╛ рд╡ рдХрджреНрд░реВ рдХреЛ рдЖрд╢реАрд░реНрд╡рд╛рдж рджреЗрдХрд░ рддрдкрд╕реНрдпрд╛ рдХрд░рдиреЗ рдЪрд▓реЗ рдЧрдПред рдХреБрдЫ рдХрд╛рд▓ рдкрд╢реНрдЪрд╛рдд рдХрджреНрд░реВ рдиреЗ рд╣рдЬрд╝рд╛рд░ рдЕрдВрдбреЛрдВ рд╕реЗ рдХрд╛рд▓реЗ рд╕рд░реНрдкреЛрдВ рдХреЛ рдЬрдиреНрдо рджрд┐рдпрд╛ рд╡ рд╡рд┐рдирддрд╛ рдиреЗ рдПрдХ рдЕрдВрдбреЗ рд╕реЗ рддреЗрдЬрд╕реНрд╡реА рдмрд╛рд▓рдХ рдХреЛ рдЬрдиреНрдо рджрд┐рдпрд╛ рдЬрд┐рд╕рдХрд╛ рдирд╛рдо рдЧрд░реВрдбрд╝ рд░рдЦрд╛редрдЬреИрд╕реЗ рдЬреИрд╕реЗ рд╕рдордп рдмреАрддрд╛ рдЧрд░реБрдбрд╝ рдмрд▓рд╡рд╛рди рд╣реЛрддрд╛ рдЧрдпрд╛ рдФрд░ рдХрджреНрд░реВ рдХреЗ рдкреБрддреНрд░реЛрдВ рдкрд░ рднрд╛рд░реА рдкрдбрд╝рдиреЗ рд▓рдЧрд╛


рдкрд░рд┐рдгрд╛рдорд╕реНрд╡рд░реВрдк рджрд┐рди рдкреНрд░рддрд┐рджрд┐рди рдХрджреНрд░реВ рд╡ рд╡рд┐рдирддрд╛ рдХреЗ рд╕рдореНрдмрдВрдзреЛрдВ рдореЗрдВ рдХрдЯреБрддрд╛ рдмрдврд╝рддреА рдЧрдпреАредрдПрдХрджрд┐рди рдЬрдм рджреЛрдиреЛ рднреНрд░рдордг рдХрд░ рд░рд╣реАрдВ рдереА рддрдм рдХрджреНрд░реВ рдиреЗ рджреВрд░ рдЦрдбрд╝реЗ рд╕рдлреЗрдж рдШреЛрдбрд╝реЗ рдХреЛ рджреЗрдЦ рдХрд░ рдХрд╣рд╛,"рдмрддрд╛ рд╕рдХрддреА рд╣реЛ рд╡рд┐рдирддрд╛!рджреВрд░ рдЦрдбрд╝рд╛ рд╡реЛ рдШреЛрдбрд╝рд╛ рдХрд┐рд╕ рд░рдВрдЧ рдХрд╛ рд╣реИ?"
рд╡рд┐рдирддрд╛ рдмреЛрд▓реА,"рд╕рдлреЗрдж рд░рдВрдЧ рдХрд╛"ред
рддреЛ рдХрджреНрд░реВ рдмреЛрд▓реА,"рд╢рд░реНрдд рд▓рдЧрд╛рддреА рд╣реЛ? рдЗрд╕рдХреА рдкреВрдБрдЫ рддреЛ рдХрд╛рд▓реА рд╣реИ"ред