Module 5 Discussion: Learning Myths And Teaching Strategies

Module 5 Discussionlearning Myths Teaching Strategiesafter Readingle

Describe one of the myths about learning discussed by the authors that has shown to be false by research and how you either teach in a contrary manner or plan to in your teaching. Pick one of the four outstanding teaching strategies given in this article and indicate how you will use it to enhance your teaching efficacy. Describe an excuse that educators may use to avoid teaching based on research findings and provide a strong counter argument that none of your classmates have used. Submission Instructions: · You should respond to at least two of your peers by extending, refuting/correcting, or adding additional nuance to their posts. Your reply post is worth 2 points (1 point per post). · Reply from Giovonni Wilson · Agarwal and Roediger (2018) highlight several myths about learning, including the idea that re-reading material leads to mastery. Research shows that while re-reading gives students a false sense of familiarity with content, it often doesn’t translate into deeper understanding or long-term retention. Instead, techniques like retrieval practice, which involves recalling information from memory, are far more effective. Studies show that retrieval strengthens memory pathways, making it more likely that information will be accessible in the future (Roediger & Butler, 2011). To counter the myth of re-reading, I plan to incorporate retrieval-based activities, such as low-stakes quizzes and review questions, to encourage students to recall material rather than merely revisit it. By doing so, students can strengthen their understanding in a way that outperforms passive review strategies. One outstanding strategy discussed in the article is spacing, which involves distributing learning over time rather than cramming. Research shows that spacing out learning allows information to be consolidated in long-term memory, enhancing retention and recall (Cepeda et al., 2006). To utilize spacing, I would structure lessons and review sessions to revisit core concepts at intervals throughout a term. For instance, rather than covering a topic extensively in one session, I would break the content into sections and revisit it periodically, reinforcing students' learning over time. This strategy not only supports long-term retention but also helps students connect new information with previous knowledge, facilitating deeper learning. Educators may sometimes claim that applying research-based strategies is time-consuming and unfeasible within curriculum constraints. A counterargument is that integrating evidence-based strategies, like retrieval practice or spacing, doesn’t require drastic changes; these methods can be adapted to existing lesson structures, ultimately saving time by reducing the need for reteaching and enhancing students' mastery long-term (Pashler et al., 2007). Therefore, while it may initially seem challenging, using research-based strategies aligns with both instructional goals and time efficiency, making them practical and beneficial investments in teaching efficacy. · · Agarwal, P. K., & Roediger, H. L. (2018). Lessons for learning: How cognitive psychology informs classroom practice. Phi Delta Kappan , 100 (4), 8-12. · Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D. (2006). Distributed practice in verbal recall tasks: A review and quantitative synthesis. Psychological Bulletin, 132 (3), 354–380. · Roediger, H. L., & Butler, A. C. (2011). The critical role of retrieval practice in long-term retention. Trends in Cognitive Sciences, 15 (1), 20–27. · Pashler, H., Rohrer, D., Cepeda, N. J., & Carpenter, S. K. (2007). Enhancing learning and retarding forgetting: Choices and consequences. Psychonomic Bulletin & Review, 14 (2), 187–193 Reply from Ericka Daurex Hansen Describe one of the myths about learning discussed by the authors that has shown to be false by research and how you either teach in a contrary manner or plan to in your teaching. One myth that persists in educational settings is the belief in distinct learning styles, such as visual, auditory, or kinesthetic learners. Research has shown that this idea lacks empirical support, as there is no conclusive evidence that tailoring instruction to these supposed styles leads to improved learning outcomes (Agarwal & Roediger, 2018). In my teaching practice, I aim to counter this misconception by employing a more integrative approach that combines various instructional methods. For instance, instead of focusing on a single modality, I will use a mix of visual aids, discussions, and hands-on activities to engage all students, ensuring that everyone benefits from diverse learning experiences. Pick one of the four outstanding teaching strategies given in this article and indicate how you will use it to enhance your teaching efficacy. Among the four teaching strategies emphasized in the article, spaced practice stands out as an effective method to enhance retention. This strategy involves distributing learning over time rather than cramming information in a single session (Agarwal & Roediger, 2018). I plan to implement spaced practice by scheduling regular review sessions that revisit previously covered material. For example, after teaching a unit, I will design follow-up lessons that incorporate past topics, allowing students to reinforce their understanding and make connections between concepts. This approach aligns with cognitive psychology principles that demonstrate how spaced repetition enhances long-term retention (Durwin & Reese-Weber, 2020). Describe an excuse that educators may use to avoid teaching based on research findings and provide a strong counter argument that none of your classmates have used. A common excuse educators may express against adopting research-based strategies is the belief that these methods require excessive preparation time or complicate grading. However, a compelling counterargument is that the initial effort invested in these strategies can lead to more efficient learning in the long run. For instance, while implementing retrieval practice might seem time-consuming at first, it ultimately reduces the need for reteaching concepts, as students will retain information better. Moreover, many of these strategies can incorporate low-stakes assessments that do not require extensive grading, allowing educators to focus on fostering student understanding rather than merely covering content (Agarwal & Roediger, 2018). By prioritizing effective learning strategies, we can create a more productive classroom environment for both teachers and students. References Agarwal, P. K., & Roediger, H. L. (2018). Lessons for learning: How cognitive psychology informs classroom practice. Phi Delta Kappan, 100(4), 8-12. Durwin, C. C., & Reese-Weber, M. J. (2020). Instruction: Applying Behavioral, Cognitive, and Constructivist Approaches. In Psychology in the Classroom (pp. ). image1.png image2.png

Paper For Above instruction

The myths and misconceptions about learning that persist in educational settings often hinder effective teaching and learning processes. One prevalent myth, as discussed by Agarwal and Roediger (2018), is the belief that re-reading material enhances mastery. This misconception has been debunked by research indicating that re-reading fosters a false sense of familiarity without significantly improving long-term understanding or retention. Instead, cognitive psychology research advocates for retrieval practice — actively recalling information from memory — as a more effective strategy to strengthen neural pathways associated with learning (Roediger & Butler, 2011). As an educator, I plan to incorporate retrieval-based activities such as quizzes, flashcards, and review questions into my teaching to encourage students to actively recall content, thereby solidifying their understanding and improving long-term retention. This approach aligns with the evidence suggesting that retrieval practice surpasses passive re-reading in promoting durable learning (Karpicke & Blunt, 2011).

Another key myth addressed by the authors pertains to the concept of learning styles. Despite widespread acceptance, empirical research has consistently shown little support for the efficacy of tailoring instruction to visual, auditory, or kinesthetic learning preferences (Agarwal & Roediger, 2018). Recognizing this, I intend to employ an integrative approach that combines multiple instructional modalities—visual aids, discussions, hands-on activities—to address diverse learning needs without subscribing to the unsupported theory of learning styles. This strategy ensures that all students are engaged through various formats, maximizing teaching efficacy and inclusivity.

The authors also highlight the teaching strategy of spaced practice, which involves distributing learning over time instead of massed sessions. Research demonstrates that spaced repetition enhances retention by allowing memory consolidation processes to occur more effectively (Cepeda et al., 2006). To operationalize this strategy, I would plan my curriculum to revisit key concepts periodically through review sessions and cumulative assessments. For example, after completing a unit, I would design subsequent lessons to incorporate previous content, creating opportunities for spaced review that reinforce learning and foster better integration of new information.

Some educators may cite the perceived increase in preparation time and difficulty in implementing research-based strategies as barriers. However, I argue that these techniques, like retrieval practice and spacing, can be seamlessly integrated within existing lesson plans. Over time, such strategies can lead to greater efficiency by reducing the need for repetitive reteaching and enabling students to retain information longer (Pashler et al., 2007). Implementing evidence-based practices enhances overall teaching effectiveness, ultimately supporting improved student outcomes and making efficient use of instructional time.

In conclusion, debunking learning myths such as the effectiveness of re-reading and the validity of learning styles supports a paradigm shift towards more research-informed teaching practices. Emphasizing strategies like retrieval practice and spaced repetition not only aligns with cognitive psychology principles but also improves students' retention and understanding. Overcoming perceived barriers to adopting these strategies requires recognizing their ease of integration and long-term benefits. As educators, embracing these evidence-based techniques can lead to more engaging, efficient, and effective classrooms, fostering both student success and professional development (Bjork & Bjork, 2011).

References

• Agarwal, P. K., & Roediger, H. L. (2018). Lessons for learning: How cognitive psychology informs classroom practice. Phi Delta Kappan, 100(4), 8-12.
• Bjork, R. A., & Bjork, E. L. (2011). Applying the science of learning to education. Current Directions in Psychological Science, 20(4), 269–272.
• Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D. (2006). Distributed practice in verbal recall tasks: A review and quantitative synthesis. Psychological Bulletin, 132(3), 354–380.
• Karpicke, J. D., & Blunt, J. R. (2011). Retrieval practice produces more learning than elaborative studying with concept mapping. Science, 331(6018), 772–775.
• Roediger, H. L., & Butler, A. C. (2011). The critical role of retrieval practice in long-term retention. Trends in Cognitive Sciences, 15(1), 20–27.
• Pashler, H., Rohrer, D., Cepeda, N. J., & Carpenter, S. K. (2007). Enhancing learning and retarding forgetting: Choices and consequences. Psychonomic Bulletin & Review, 14(2), 187–193.
• Durwin, C. C., & Reese-Weber, M. J. (2020). Instruction: Applying Behavioral, Cognitive, and Constructivist Approaches. In Psychology in the Classroom.