In Listening to the Experts Doesn't Mean Giving Them the Last Word: Separating science from sentiment (https://harriettjanetos.substack.com/p/listening-to-the-experts-doesnt-mean?r=5spuf), I scratch the surface of what you so elegantly present in this piece--which, If I'm being honest, feels a bit like being savaged by a teddy bear. That is your great gift: giving us teachers hard truths but soft landings. (I well remember working with learning styles!) Thank you!
I see that your book is not going to be available through Amazon in the US. How might I get a copy once it's released, Carl? Your work is sooooooo damn important!
This school year I will have my students put their brains in jars on their desks, so I can beam direct instruction through the glass. That way I won’t have to deal with the fact that they have bodies that need to move, personalities they need help forming, and voices that need to be heard.
Seriously though, if researchers want their ideas adopted, they should make better arguments. Ones that ring true with what teachers experience in the classroom.
Does the study you talk about here mention grit, growth mindset, the Hart & Risley word gap, stereotypes about people in poverty, or the idea that "education is the great equalizer"?
No. It’s a design framework rooted in cognitive principles, not learning styles. Multiple means of representation for example is a best practice to reduce cognitive load combined with strategies to enhance motivation and access to learning by taking a multimodal approach to delivery.
A critical analysis of the research evidence behind CAST’s universal design for learning guidelines - Guy A Boysen, 2024 https://share.google/FlKhpFcCODwgkwlSl
Enjoyed reading this but I was also left feeling frustrated that so many myths still persist.
Whilst I can forgive older teachers for having misconceptions why are we still seeing new teachers perpetuate the myths. I agree that a better understanding of research methods would help as it's a complex & technical area. Id also like to see a body of knowledge for all (colleges, trainers, schools etc,) to be able to access - a sort of standardized knowledge base - other professions can do this so why not teaching.
One of the linked studies showed that those who read education magazines are significantly more likely to believe in the myths. In other words, the education establishment (from colleges, trainers, and schools) perpetuate the myths.
In my own experience as a teacher, it was only after I threw away most of what my college education professors advocated that I started seeing significant learning and success in my students.
In my original reply which I accidentally deleted I did consider the impact of in-school training where Ive heard some shocker myths being extolled. I've also been on the receiving end of feedback where you are using evidence informed methods to teach then criticised for using those methods - eg direct instruction, cold calling. Not fun when you defend yourself with evidence only to be told that you're wrong & doesn't meet the schools agreed methodology
New teachers have SO MUCH to do, and so much thrown at them. Reading new research on top of everthing else sounds like a pipe dream. Like Tim mentions (somewhere down in these comments), teacher mentors in schools can really help bridge this gap.
Things is, much of it isnt new research. And yes they/we have lots to learn, but if you're being taught the wrong things from the beginning you're going to fail. The lecturers are paid to be be up to date & should be. Some teacher mentors ace it, but if not, there's a problem.
In Listening to the Experts Doesn't Mean Giving Them the Last Word: Separating science from sentiment (https://harriettjanetos.substack.com/p/listening-to-the-experts-doesnt-mean?r=5spuf), I scratch the surface of what you so elegantly present in this piece--which, If I'm being honest, feels a bit like being savaged by a teddy bear. That is your great gift: giving us teachers hard truths but soft landings. (I well remember working with learning styles!) Thank you!
I see that your book is not going to be available through Amazon in the US. How might I get a copy once it's released, Carl? Your work is sooooooo damn important!
https://www.barnesandnoble.com/w/instructional-illusions-paul-kirschner/1147377429
thank you so much for the link!!
Team! :)
This school year I will have my students put their brains in jars on their desks, so I can beam direct instruction through the glass. That way I won’t have to deal with the fact that they have bodies that need to move, personalities they need help forming, and voices that need to be heard.
Seriously though, if researchers want their ideas adopted, they should make better arguments. Ones that ring true with what teachers experience in the classroom.
Does the study you talk about here mention grit, growth mindset, the Hart & Risley word gap, stereotypes about people in poverty, or the idea that "education is the great equalizer"?
I scanned through it and couldn't find anything.
Would love your perspective on whether UDL is just rebranded learning styles (I suspect it is) or something else
No. It’s a design framework rooted in cognitive principles, not learning styles. Multiple means of representation for example is a best practice to reduce cognitive load combined with strategies to enhance motivation and access to learning by taking a multimodal approach to delivery.
Thanks for the explanation!
A critical analysis of the research evidence behind CAST’s universal design for learning guidelines - Guy A Boysen, 2024 https://share.google/FlKhpFcCODwgkwlSl
Enjoyed reading this but I was also left feeling frustrated that so many myths still persist.
Whilst I can forgive older teachers for having misconceptions why are we still seeing new teachers perpetuate the myths. I agree that a better understanding of research methods would help as it's a complex & technical area. Id also like to see a body of knowledge for all (colleges, trainers, schools etc,) to be able to access - a sort of standardized knowledge base - other professions can do this so why not teaching.
One of the linked studies showed that those who read education magazines are significantly more likely to believe in the myths. In other words, the education establishment (from colleges, trainers, and schools) perpetuate the myths.
In my own experience as a teacher, it was only after I threw away most of what my college education professors advocated that I started seeing significant learning and success in my students.
Teacher educators and mentors, including the teacher mentors in schools have a big influence on training teachers.
In my original reply which I accidentally deleted I did consider the impact of in-school training where Ive heard some shocker myths being extolled. I've also been on the receiving end of feedback where you are using evidence informed methods to teach then criticised for using those methods - eg direct instruction, cold calling. Not fun when you defend yourself with evidence only to be told that you're wrong & doesn't meet the schools agreed methodology
New teachers have SO MUCH to do, and so much thrown at them. Reading new research on top of everthing else sounds like a pipe dream. Like Tim mentions (somewhere down in these comments), teacher mentors in schools can really help bridge this gap.
Things is, much of it isnt new research. And yes they/we have lots to learn, but if you're being taught the wrong things from the beginning you're going to fail. The lecturers are paid to be be up to date & should be. Some teacher mentors ace it, but if not, there's a problem.
Soooo long ago.