“Playing music is the brain’s equivalent of a full body workout,” says educator Anita Collins in a TED-Ed video on how playing music benefits the brain. Playing music requires the visual, auditory, and motor cortices all at once
For a new paper in Anatomical Sciences Education, a pair of researchers at Indiana University School of Medicine have conducted just such an investigation with hundreds of undergrads. Once again however the findings do not support the learning styles concept, reinforcing its reputation among mainstream psychologists as little more than a myth.
one of the most popular online learning styles surveys, the VARK. Taken by millions of people worldwide, the VARK categorises students according to how much they prefer to learn visually, via auditory information, through reading and writing, or through kinaesthetics (by doing or by practical example).
Husmann and O’Loughlin don’t pull any punches in their conclusion. Their findings, they write – especially when considered in the context of past research – “provide strong evidence that instructors and students should not be promoting the concept of learning styles for studying and/or for teaching interventions. Thus, the adage of ‘I can’t learn subject X because I am a visual learner’ should be put to rest once and for all.”
Cai, Y., Chiew, R., Nay, Z. T., Indhumathi, C., & Huang, L. (2017). Design and development of VR learning environments for children with ASD. Interactive Learning Environments, 25(8), 1098-1109. doi:10.1080/10494820.2017.1282877
Collins, J., Hoermann, S., & Regenbrecht, H. (2016). Comparing a finger dexterity assessment in virtual, video-mediated, and unmediated reality. International Journal Of Child Health And Human Development, 9(3), 333-341.
Epure, P., Gheorghe, C., Nissen, T., Toader, L. O., Macovei, A. N., Nielsen, S. M., & … Brooks, E. P. (2016). Effect of the Oculus Rift head mounted display on postural stability. International Journal Of Child Health And Human Development, 9(3), 343-350.
Sánchez, J., & Espinoza, M. (2016). Usability and redesign of a university entrance test based on audio for learners who are blind. International Journal Of Child Health And Human Development, 9(3), 379-387.
Eden, S. (2008). The effect of 3D virtual reality on sequential time perception among deaf and hard-of-hearing children. European Journal Of Special Needs Education, 23(4), 349-363. doi:10.1080/08856250802387315
Eden, S., & Bezer, M. (2011). Three-dimensions vs. two-dimensions intervention programs: the effect on the mediation level and behavioural aspects of children with intellectual disability. European Journal Of Special Needs Education, 26(3), 337-353. doi:10.1080/08856257.2011.593827
Lorenzo, G., Lledó, A., Roig, R., Lorenzo, A., & Pomares, J. (2016). New Educational Challenges and Innovations: Students with Disability in Immersive Learning Environments. In Virtual Learning. InTech. https://doi.org/10.5772/65219
Want to be smarter? Heredity is not the barrier you might think it is, says University of Michigan social psychologist Richard E. Nisbett, PhD. After analyzing decades of intelligence research, Nisbett maintains that past studies give too much credit to heritability’s role in intelligence. Culture, social class and education, he argues, matter more, and explain racial gaps in IQ.
What’s The Difference Between Children’s Books In China And The U.S.?
psychologist Cecilia Cheung, a professor at University of California Riverside.
Cheung notes that children in China consistently score higher on academic tests compared to children in the U.S. and Mexico. But she says more research is needed to determine how much of that is due to the storybooks or even to the larger differences in cultural values that the books reflect. Other completely unrelated factors, such as different teaching techniques could be at work.
In the meantime, Cheung says her study suggests all three cultures might have something to learn from each other.
For instance American parents might want to take a cue from Chinese storybooks and supplement their children’s reading with more tales that promote a view of intelligence as changeable.
After all, says Cheung, if you think intelligence is gained through effort, then when you’re confronted with a challenge or even an outright failure, “you just put more effort into it. You try to learn from the experience and you think about different ways of approaching the problem rather than saying, ‘No, I’m just not smart and I’m just going to give up right away.'”
Diverse learners with exceptional needs require a specialized curriculum that will help them to develop socially and intellectually in a way that traditional pedagogical practice is unable to fulfill. As educational technologies and theoretical approaches to learning continue to advance, so do the opportunities for exceptional children.
Special and Gifted Education: Concepts, Methodologies, Tools, and Applications is an exhaustive compilation of emerging research, theoretical concepts, and real-world examples of the ways in which the education of special needs and exceptional children is evolving. Emphasizing pedagogical innovation and new ways of looking at contemporary educational practice, this multi-volume reference work is ideal for inclusion in academic libraries for use by pre-service and in-service teachers, graduate-level students, researchers, and educational software designers and developers.
Steven Butnik’s article Understanding, Diagnosing, and Coping with Slow Processing Speed.
Consider whether the student is being held back by anxiety, a learning disability that is making the content difficult to process, a condition like dysgraphia that makes handwriting especially challenging, eyesight issues that make the board or papers hard to read, or auditory processing difficulties that make working in a busy, noisy classroom very difficult.
In The Power of Validation, Karyn Hall and Melissa Cook define validation as “the recognition and acceptance that your child has feelings and thoughts that are true and real to him regardless of logic or whether it makes sense to anyone else.”
Students who frequently get stuck on school work may lack the problem-solving skills they need to get unstuck. So whenever you can, model your own strategies with teacher think-alouds, and get other students to do the same thing.
Michael Dunlea finds that in many cases students get hung up on one specific aspect of an assignment, so if he is able to figure out what’s confusing them, he can help them continue.
For some people, simply setting a time limit for a task is enough to get them moving more quickly, so it’s worth a try with your slow-paced students. Use this one carefully, though: For some students, it could cause even more anxiety and make them shut down completely.
Establish a Bare-Minimum Goal for Formative Assessment
Mix Low-Stakes with High-Stakes Tasks
Mark Problem Items for Later: instructional coach Gretchen Schultek Bridgers advises students who get stuck on an item, especially on a test, to mark it with a small post-it note, a highlighter, or a star as a reminder to come back to the item later. This kind of strategy will be useful to everyone, not just your slow working students.