{"id":10705,"date":"2021-09-01T08:00:00","date_gmt":"2021-09-01T12:00:00","guid":{"rendered":"https:\/\/www.coreeducationllc.com\/blog2\/?p=10705"},"modified":"2021-08-31T20:23:01","modified_gmt":"2021-09-01T00:23:01","slug":"zombie-ideas-in-education","status":"publish","type":"post","link":"https:\/\/www.coreeducationllc.com\/blog2\/zombie-ideas-in-education\/","title":{"rendered":"Zombie Ideas in Education"},"content":{"rendered":"\n
\"\"<\/figure><\/div>\n\n\n\n

Recently in the ASCD blog, Bryan Goodwin published an interesting article in which he identified six \u201czombie\u201d ideas in education, those ideas that \u201ckeep returning to life, despite researchers\u2019 best efforts to put them six feet under.\u201d Below are excerpts from this piece:<\/p>\n\n\n\n

(Un)dead idea #1: Students have different learning styles<\/strong><\/p>\n\n\n\n

Serious research has found little evidence students use so-called \u201cintelligences\u201d in one field (like dance) to learn another (like astronomy), or that people learn best with experiences that match their learning style (Pashler et al., 2008). Yes, kids are different. And yes, we sometimes prefer one way of learning over another (group vs. independent work, for instance), but that does not mean we learn better<\/em> with a particular modality. At best, research shows benefits from learning in multiple ways\u2014for example, reading about a scientific phenomenon, seeing it in a video, and experiencing it.<\/p>\n\n\n\n

We might put this zombie idea to rest by substituting the word preference<\/em> for the word style<\/em> and noting that preferences are just that. Preferences.<\/p>\n\n\n\n

(Un)dead idea #2: Students learn best through unguided discovery<\/strong><\/p>\n\n\n\n

A meta-analysis of 164 studies found students learned significantly more from direct instruction than from unassisted discovery learning (Alfieri et al., 2011). Further, this kind of minimally guided learning\u2014that is, giving students a complex problem to solve with little prior instruction\u2014is particularly ineffective for lower-performing and younger students, as they tend to learn skills incorrectly and develop misconceptions (Kirschner, Sweller, & Clark, 2006).<\/p>\n\n\n\n

The best approach (even better than direct instruction) is \u201cguided discovery\u201d\u2014providing students with learning objectives, direct instruction, modeled examples, and feedback during the process of discovery, thus ensuring they develop accurate conclusions and proper skills (Alfieri et al., 2011).<\/p>\n\n\n\n

(Un)dead idea #3: Students should learn to read through authentic reading<\/strong><\/p>\n\n\n\n

Decades of research point to a straightforward approach to teaching reading, based on these key principles:<\/p>\n\n\n\n

\u00b7 The fundamental building block of reading is being able to make sound-symbol connections (Castles, Rastle, & Nation, 2018).<\/p>\n\n\n\n

\u00b7 There is nothing intuitive about the connections between symbols (letters) and sounds (phonemes), so we must teach them directly to students (Moats, 1999).<\/p>\n\n\n\n

\u00b7 Students must practice making these connections through reading and writing practice until they become automatic in their brains, allowing them to read fluently (Castles, Rastle, & Nation, 2018).<\/p>\n\n\n\n

\u00b7 Ultimately, fluency is the key to comprehension; only when students read with automaticity can they comprehend what they\u2019re reading (Castles, Rastle, & Nation, 2018).<\/p>\n\n\n\n

(Un)dead idea #4: Students don\u2019t need facts, just critical thinking skills<\/strong><\/p>\n\n\n\n

Student critical thinking isn\u2019t a skill in the typical sense of the word\u2014something learned in one area that transfers easily to another (Abrami et al., 2015). Rather, it tends to be interwoven with domain-specific knowledge. Students employ scientific thinking with science knowledge, textual analysis with literature, quantitative reasoning in mathematics, and so on. Students must think critically about something<\/em>\u2014namely, facts and content knowledge.<\/p>\n\n\n\n

(Un)dead idea #5: If it\u2019s worth teaching, it\u2019s worth grading<\/strong><\/p>\n\n\n\n

Grades have a finality to them. They imply something is finished and hence ready to be certified with a number or a letter. Yet learning is iterative\u2014it\u2019s less a process of learning and more one of re-learning<\/em> from mistakes and experimentation. You wouldn\u2019t grade an artist in the midst of creating a masterpiece (\u201cLooks like a block of marble to me, Michelangelo\u201d), but that is, in effect, what we do when we grade learning at every step along the way.<\/p>\n\n\n\n

(Un)dead idea #6: Smaller classes are better<\/strong><\/p>\n\n\n\n

This last zombie idea is hard to kill because it\u2019s true\u2014at least in theory. Students are better off in small classes. A comprehensive review of class-size research (Whitehurst & Chingos, 2011), for example, concluded that significant reductions in class size (shrinking classes by as much as seven to ten students per class) can result in significant, positive effects on achievement\u2014equivalent to three months of improvement in learning over a nine-month school year.<\/p>\n\n\n\n

But teacher quality has far more effect on student learning than smaller class sizes. Students can gain as much as a year\u2019s worth of additional learning in a classroom with a highly effective teacher than with a highly ineffective one (Hanushek, 2011). In fact, school systems might actually be better off increasing<\/em> class sizes to be able to recruit and retain great teachers with higher pay.  <\/p>\n\n\n\n

For more, see https:\/\/www.ascd.org\/el\/articles\/zombie-ideas-in-education<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

Recently in the ASCD blog, Bryan Goodwin published an interesting article in which he identified six \u201czombie\u201d ideas in education, those ideas that \u201ckeep returning to life, despite researchers\u2019 best efforts to put them six feet under.\u201d Below are excerpts from this piece: (Un)dead idea #1: Students have different learning styles Serious research has found Read more about Zombie Ideas in Education<\/span>[…]<\/a><\/p>\n","protected":false},"author":1,"featured_media":2576,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":false,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2}},"categories":[8],"tags":[51,67,326],"class_list":["post-10705","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-professional-learning","tag-best-practices","tag-instruction","tag-learning"],"yoast_head":"\nZombie Ideas in Education - Core Education, LLC<\/title>\n<meta name=\"robots\" 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