1. Edit the text with your own short phrases. To change the sample image, select the picture and delete it. Now click the Pictures icon in the placeholder to insert your own image. The animation is already done for you; just copy and paste the slide into your existing presentation. Changing the way we approach learning styles in teacher education Carol Lethaby clethaby@clethaby.com Website: clethaby.com Patricia Harries patti.harries@gmail.com

2. Carol Lethaby and Patricia Harries, 2016 1 “Neuromyths” 2 Our study 3Recommendations 4What we’re doing now 5The way forward?

3. Carol Lethaby and Patricia Harries, 2016

4. “misconception generated by a misunderstanding or misreading or a misquoting of facts scientifically established (by brain research) to make a case for the use of brain research in education or other contexts” OECD in Howard-Jones, 2014 page 817

5. Can you spot the neuromyths? (Based on Howard-Jones, 2014) 1We mostly only use 10% of our brain. 2Individual learners show preferences for the mode in which they receive information (e.g. visual, auditory, kinaesthetic). 3Vigorous exercise can improve mental function. 4Learning problems associated with developmental differences in brain function cannot be remediated by education. 5Differences in hemispheric dominance (left brain, right brain) can help explain individual differences amongst learners. 6Short bouts of co-ordination exercises can improve integration of left and right hemispheric brain function. 7Individuals learn better when they receive information in their preferred learning style (e.g. visual, auditory, kinaesthetic). 8Teaching to learning styles is more important in language learning than in other types of learning. 9Extended rehearsal of some mental processes can change the shape and structure of some parts of the brain.

6. ( Carol Lethaby and Patricia Harries, 2016 An example of a neuromyth is that learning is enhanced if people are classified and taught according to their preferred learning style.

7. Carol Lethaby and Patricia Harries, 2016 “This misconception is based on a valid research finding, namely that visual, auditory, and kinesthetic information is processed in different parts of the brain.” (Dekker et al, 2012)

8. Carol Lethaby and Patricia Harries, 2016 Thus, it is incorrect to assume that only one sensory modality is involved with information processing.” (Dekker et al, 2012)

9. Recommendations Carol Lethaby and Patricia Harries, 2016

10. Problems with learning styles 1 Definition and assessment Coffield et al (2004) Carol Lethaby and Patricia Harries, 2016

11. Problems with learning styles: 2There is no evidence that teaching to preferred learning styles enhances learning. (the meshing hypothesis) Carol Lethaby and Patricia Harries, 2016

12. Krätzig and Arbuthnott (2006) Two ways to identify learners: self-report and questionnaire Less than 50% agreement between the learner and the questionnaire No correlation between the learning style and objective test performance Eg 40% self-identified as visual learners 60% identified as visual learners on questionnaire Only 23% performed best on the visual test Carol Lethaby and Patricia Harries, 2016

13. Rogowsky et al (2015) Attempts to test the ‘meshing hypothesis’ directly First … Auditory and visual learning preferences determined through a standardized questionnaire Verbal comprehension aptitude test in both oral and written forms No relationship Second … Participants randomly assigned to one of two groups – information through e-text or audiobook Tested immediately and after two weeks NO significant relationship between preferred mode of learning, teaching mode and results of the tests Carol Lethaby and Patricia Harries, 2016

14. Coffield, F., Moseley, D., Hall, E., and Ecclestone, K. (2004). Learning Styles and Pedagogy in Post-16 Learning. A Systematic and Critical Review. London: Learning and Skills Research Centre. Krätzig, G.P. and Arbuthnott, K.D. (2006). Perceptual learning style and learning proficiency: A test of the hypothesis. Journal of Educational Psychology, 98, 238- 246. Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2009). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9(3), 105-119. Riener, C., & Willingham, D. (2010). The myth of learning styles. Change, Sept/Oct, 32-36. Rogowsky, B. A., Calhoun, B. M., & Tallal, P. (2015). Matching learning style to instructional method: Effects on comprehension. Journal of Educational Psychology, 107(1), 64. Carol Lethaby and Patricia Harries, 2016

15. So, what about in language learning and teaching? How widespread is the use of learning styles in our teaching and the belief that this helps learning?

16. The Survey – Lethaby and Harries, 2015 Howard-Jones (2014) – 938 participants, 38 statements about the brain Our survey (2015) - 128 participants, 9 statements mainly focusing on learning styles Carol Lethaby and Patricia Harries, 2016

17. Did you spot the neuromyths? (Based on Howard-Jones, 2014) 1. We mostly only use 10% of our brains 4. Learning problems associated with developmental differences in brain function cannot be remediated by education 5. Differences in hemispheric dominance (left brain, right brain) can help explain individual differences amongst learners 6. Short bouts of co-ordination exercises can improve integration of left and right hemispheric brain function 7. Individuals learn better when they receive information in their preferred learning style (e.g. visual, auditory, kinaesthetic) 8. Teaching to learning styles is more important in language learning than in other types of learning Carol Lethaby and Patricia Harries, 2016

19. % of teachers who agree with VAK ‘neuromyth' Our surveyUK The Netherlands TurkeyGreeceChina 7. VAK 889396979697 Carol Lethaby and Patricia Harries, 2016 Lethaby and Harries (2015), Howard-Jones (2014) 7. Individuals learn better when they receive information in their preferred learning style (e.g. visual, auditory, kinaesthetic)

20. % of teachers who said they received input on brain- based ideas on their teacher training course(s) % of teachers who said the input has influenced their teaching All respondents 5991 Training course taken CELTA 6480 Certificate in TESOL 4697 MA TESOL 6686 Carol Lethaby and Patricia Harries, 2016

21. Where do teachers get their neuromyths from? Fifty-nine per cent of respondents said they had received brain-based ideas in their training, while 88 per cent of the survey participants believe that accommodating perceptual learning styles enhances learning. (Lethaby and Harries, 2015) Carol Lethaby and Patricia Harries, 2016

22. Some survey conclusions TESOL training courses may encourage beliefs in ‘neuromyths’ Teachers say their teaching is influenced by beliefs in ‘neuromyths’ Teachers also hear and read about ‘neuromyths’ and brain- based ideas outside of their teaching and training Carol Lethaby and Patricia Harries, 2016

23. Recommendations Carol Lethaby and Patricia Harries, 2016 Recommendations

24. 1 Clark (2015) – Don’t waste your time and resources with learning styles assessments Carol Lethaby and Patricia Harries, 2016

25. 2 Why not focus on evidence-based ways that we know are more helpful to learners? – learn how to use visuals / text / audio better! (eg Butcher, (2006), or Wouters et al (2008)) Carol Lethaby and Patricia Harries, 2016

26. Previous knowledge “the single most widely demonstrated difference [in learning outcomes] is prior knowledge.” (Clark, 2015: 335). Carol Lethaby and Patricia Harries, 2016

27. 3 Teacher training 1 Stop teaching / perpetuating neuromyths! Talk about this overtly with trainees 2 Spend more time on other evidence-based ways to improve learning 3 Petition organisations such as Cambridge English to remove learning styles from the syllabus of teacher training courses Carol Lethaby and Patricia Harries, 2016

28. “Possessing greater general knowledge about the brain does not appear to protect teachers from picking up neuromyths” Dekker et al (2012: 6) Carol Lethaby and Patricia Harries, 2016

29. Read the article here: Lethaby, C. and Harries, P (2016) Learning styles and teacher training: are we perpetuating neuromyths? ELTJ 70/1 (Jan 2016) Carol Lethaby and Patricia Harries, 2016

30. What we’re doing now

31. What we’re doing now: TESOL certificate - UCBX Spring 2015, Fall 2015, Spring 2016 (40 pre-service teachers) MA TESOL – The New School Spring 2015 (15 teachers) In-Service Teacher development course – Teachers from Brazil’s Federal Institutes - CCSF Spring 2016 (38 experienced teachers) Talks and presentations Mexico – Colima, Tepic, Hermosillo, Sinaloa, MEXTESOL (500 teachers and student teachers) Carol Lethaby and Patricia Harries, 2016

32. Administer questionnaire Openly talk about neuromyths Get reactions and discussion from participants Then: follow-up Discuss and exemplify prior knowledge that does have a huge research base to support it Carol Lethaby and Patricia Harries, 2016

33. Further polling 95 % of 148 EFL teachers surveyed in Mexico in 2015 agreed with the statement: Individuals learn better when they receive information in their preferred learning style (e.g. visual, auditory, kinaesthetic) (Neuromyth #7) Carol Lethaby and Patricia Harries, 2016

34. 90% of 20 teachers at UCBX 72% of 36 teachers from FIs in Brazil Carol Lethaby and Patricia Harries, 2016

35. Carol Lethaby and Patricia Harries: MEXTESOL, 2015 I realized it is true that I am really resistant to change my belief in the learning styles myth (Brazilian teacher, 10 years experience MA App Lings) I’ve seen many textbooks which start with quizzes to help students discover their learning styles (Brazilian teacher, 10 years experience MA App Lings)

36. Carol Lethaby and Patricia Harries: MEXTESOL, 2015 I’m not completely convinced that learning style has no impact, but I’m now really interested in the role of previous knowledge. (US pre-service teacher, Master’s degree) We definitely need to incorporate more scientific research / evidence into teacher training. (Brazilian teacher, 8 years experience, MA App Lings)

37. Carol Lethaby and Patricia Harries: MEXTESOL, 2015 I’m a victim of neuromyths! (US pre-service teacher, bachelor’s degree)

38. Cambridge English CELTA Difficult to not teach something that’s on the syllabus! Petition Cambridge English to take learning styles off the CELTA/DELTA/ICELT syllabus Carol Lethaby and Patricia Harries, 2016

39. Recommendations Carol Lethaby and Patricia Harries, 2016 Conclusions: the way forward

40. The learning styles neuromyth has a strong hold on the profession Learners do have preferences about how they like to learn Variety in the classroom is good both for motivation and for learning There’s no evidence for the meshing hypothesis and we need to actively talk about this in teacher education and take it off syllabuses There is plenty of evidence / a research base for other teaching strategies (eg involving prior learning, how to combine text and video, how to learn vocabulary more effectively) Carol Lethaby and Patricia Harries, 2016

42. References Butcher, K.R. (2006). Learning from text with diagrams: Promoting mental model development and inference generation. Journal of Educational Psychology, 98, 182-197 Clark, R.C (2015) Evidence-based Training Methods ASTD Coffield, F., Moseley, D., Hall, E., and Ecclestone, K. (2004). Learning Styles and Pedagogy in Post-16 Learning. A Systematic and Critical Review. London: Learning and Skills Research Centre. Dekker,S., Lee, N.C., Howard-Jones, P., and Jolles, J. (2012). Neuromyths in education: Prevalence and predictors of misconceptions among teachers. Frontiers in Psychology 3/429 1 - 8 Howard-Jones, P (2014) Neuroscience and education: myths and messages. Nature Reviews Neuroscience Volume 15 December 2014 817-824 Krätzig, G.P. and Arbuthnott, K.D. (2006). Perceptual learning style and learning proficiency: A test of the hypothesis. Journal of Educational Psychology, 98, 238-246. Lethaby, C. and Harries, P (2016) Learning styles and teacher training: are we perpetuating neuromyths? ELTJ 70/1 (fJan 2016) Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2009). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9(3), 105-119. Pickering, S. J., and Howard-Jones, P. (2007). Educators’ views on the role of neuroscience in education: findings from a study of UK and international perspectives. Mind Brain Educ. 1, 109–113. Riener, C., & Willingham, D. (2010). The myth of learning styles. Change, Sept/Oct, 32-36. Rogowsky, B. A., Calhoun, B. M., & Tallal, P. (2015). Matching learning style to instructional method: Effects on comprehension. Journal of Educational Psychology, 107(1), 64. Wouters, P., Paas, F. & van Merrienboer, J.J.G. (2008). How to optimize learning from animated models: A review of guidelines based on cognitive load. Review of Educational Research, 78, 645-675. Carol Lethaby and Patricia Harries, 2016

43. Edit the text with your own short phrases. To change the sample image, select the picture and delete it. Now click the Pictures icon in the placeholder to insert your own image. The animation is already done for you; just copy and paste the slide into your existing presentation. Changing the way we approach learning styles in teacher education Carol Lethaby clethaby@clethaby.com Website: clethaby.com Patricia Harries patti.harries@gmail.com