Here are 3 learning myths that bug me:
- A neat book equals effective learning. A messy book equals ineffective learning. No book equals no learning.
This isn’t to say that students should have no work book at all. I still think that some activities are more effectively done by hand and the humble exercise book will still have its place in education for years to come. However, it is shortsighted to think that learning should be presented by work in exercise books only. Students should be regularly making learning artefacts such as videos, posters, models and whatever else is suitable and publish them to an authentic audience. Students should be making products that is authentic in real life. I have yet been able to find a job where your annual performance review is to show your boss your exercise book.
- Compliance equals learning.
A lot of teachers and students judge how effective students are learning by how well they are follow teacher instructions. While it is important for students to follow teacher instructions at all times due to safety and other reasons, learning doesn’t directly result from compliance. Just because students are quiet and looking at your as the teacher, it doesn’t mean they are learning. Just because they are writing notes, it doesn’t mean they are learning. Just because they look like they’re learning, it doesn’t mean they are learning. Just because they do what you tell them to do, it doesn’t mean they are learning.
- More time equals better learning
When students are asked about how they can improve on their achievements, many would say “study harder”. Many teachers often say something line “Student Y will improve if he revised more”. While some students will benefit from going over their class work more often, many students often do not understand a concept because they don’t understand an underlying principle. For example, many students don’t understand osmosis because they don’t understand concentration, concentration gradient and/or random movement of water particles. It won’t matter how many times these students read over osmosis, if they don’t work on understanding concentration gradient, all the studying in the world would do nothing. I’m not bagging out revision or studying, but unless they are targeted at a concept or a learning need, it will make minimal impact.
Do you have any learning myths you hate?