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A convenient untruth | Learning with 'e's - 10 views

steve-wheeler.blogspot.com/...convenient-untruth.html

shared by Jonathan Cotugno on 02 Jun 12 - No Cached

Such categorisation of students is an absolute nonsense and the practice of doing so should
- Jonathan Cotugno on 04 Jun 12
  
  Students learn with a variety of methods, but to make separate lessons for each student's modality group seems like a waste of time. Tailoring the lesson to have a variety of groups involved seems much more practical to me.
  
  <div class="cArrow"> </div><div class="cContentInner">Students learn with a variety of methods, but to make separate lessons for each student's modality group seems like a waste of time. Tailoring the lesson to have a variety of groups involved seems much more practical to me.</div>
  
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be challenged strongly. It is lazy pedagogy, and the only reason I see that such beliefs persist, is that it is a convenient untruth which allows some teachers to stay within their comfort zones.
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Do Visual, Auditory, and Kinesthetic Learners Need Visual, Auditory, and Kinesthetic In... - 12 views

www.readingrockets.org/...12446

shared by Jonathan Cotugno on 01 Jun 12 - No Cached

- Jonathan Cotugno on 04 Jun 12
  
  This quote shows the difference between what is intended in the research and what is actually necessary to this argument in education. It is not about whether the students can remember a picture better than a sound clip, but it is about whether they can extrapolate meaning better from one than the other. Presentation is important to gaining an accurate understanding of the meaning.
  
  <div class="cArrow"> </div><div class="cContentInner">This quote shows the difference between what is intended in the research and what is actually necessary to this argument in education. It is not about whether the students can remember a picture better than a sound clip, but it is about whether they can extrapolate meaning better from one than the other. Presentation is important to gaining an accurate understanding of the meaning.</div>
  
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Although it is technically true that the theory hasn't been (and will never be) disproved, we can say that the possible effects of matching instructional modality to a student's
- Jonathan Cotugno on 04 Jun 12
  
  Matching student's modality to some instructional modality specific to that student would be difficult and impractical. Would it be more effective to provide a variety of modalities to the students so it plays into multiple strengths and still builds upon their "weaknesses"?
  
  <div class="cArrow"> </div><div class="cContentInner">Matching student's modality to some instructional modality specific to that student would be difficult and impractical. Would it be more effective to provide a variety of modalities to the students so it plays into multiple strengths and still builds upon their "weaknesses"?</div>
  
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modality strength have been extensively studied and have yielded no positive evidence.
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Modality
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cognitive scientists have long known that we all notice and remember examples that
- Jonathan Cotugno on 04 Jun 12
  
  It makes sense that students would be better at one thing than another. For example, I cannot understand a math problem if someone reads it to me but if I look at it, I can understand it right away. There is also the need to understand using other modalities, despite my strengths.
  
  <div class="cArrow"> </div><div class="cContentInner">It makes sense that students would be better at one thing than another. For example, I cannot understand a math problem if someone reads it to me but if I look at it, I can understand it right away. There is also the need to understand using other modalities, despite my strengths.</div>
  
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confirm our beliefs and, without meaning to, ignore and forget evidence that does not.
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