Neuroscience Presentation TESOL 2015

Bridging the gap:
Neuroscience, Learning
Styles and Teacher
Training
Carol Lethaby clethaby@clethaby.com
Patricia Harries pattiharries@hotmail.com

Why are we interested in this?
Carol Lethaby and Patricia Harries: TESOL 2015
Neuroscience, Learning Styles and Teacher Training

1 Developments in neuroscience and “neuromyths”
2 What we found in our research
3 What this means for training teachersCarol Lethaby and Patricia Harries: TESOL 2015

“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

Can you spot the neuromyths?
(Based on Howard-Jones, 2014)
1 We mostly only use 10% of our brain.
2 Individual learners show preferences for the mode in which they receive
information (e.g. visual, auditory, kinaesthetic).
3 Vigorous exercise can improve mental function.
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.
9 Extended rehearsal of some mental processes can change the shape and
structure of some parts of the brain.

Why do neuromyths exist?
• 1 sometimes they’re based on reality .. BUT myths are perpetuated
and go unchallenged eg in popular media
• 2 the evidence is hard to understand / the evidence is hidden in
technical journals – lack of neuroscientific literacy
• 3 there can be no evidence – the neuromyth is untestable

• Teacher from Pickering and Howard-Jones study, 2007 p 112
“The snake oil sellers are
often gifted
communicators”

•(
An example of a neuromyth is that learning
is enhanced if people are classified and
taught according to their preferred learning
style.

“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)

“However, these separate structures in the brain are
highly interconnected and there is profound cross-
modal activation and transfer of information between
sensory modalities (Gilmore et al., 2007). Thus, it is
incorrect to assume that only one sensory modality is
involved with information processing.” (Dekker et al, 2012)

How does the belief in this neuromyth
manifest itself in the classroom?
•1 We identify learning styles – formal and
informal assessment
•2 We try to teach to preferred learning
styles to enhance learning
•3 We teach on initial and in-service training
courses that this is important

Recommendations

Problems with learning styles
1. Definition and assessment
Coffield et al (2004) look at 13 models of learning styles!
Learners have to assess themselves – are they accurate?

Problems with learning styles:
•2 There is no evidence that
teaching to preferred
learning styles enhances
learning.

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
• For example:
• 40% self-identified as visual learners
• 60% identified as visual learners on questionnaire
• Only 23% performed best on the visual test

• 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.

Problems with learning styles
3.Research suggests that teaching to all
styles - visual, auditory, kinesthetic may
actually be cognitive overload for the
learner .
(See: Butcher, 2006, Clark, 2014)

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?

The Survey
• Howard-Jones (2014) – 938 participants, 38 statements about the
brain
• Our survey (2015) - 128 participants, 9 statements mainly focusing
on learning styles

‘neuromyths’
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

30.47%
6.25%
65.63%
61.72%
88.28%
21.88%
1. 10%
4. Learning problems
5. Left brain, right brain
6. Coordination exercises
7. VAK
8. Learning styles in language
learning
% who agree with ‘neuromyths’
(n = 128)

% of teachers who agree with ‘neuromyths'
Our
survey
UK The
Netherlands
Turkey Greece China
1. 10% 30 48 46 50 43 59
4. Learning
problems
6 16 19 22 33 50
5.Left brain,
right brain
66 91 86 79 74 71
6. Coord.
exercises
62 88 82 72 60 84
7. VAK 88 93 96 97 96 97
Howard-Jones (2014)

TESOL training courses taken
39
68
2
1
32
CELTA
Other certificate
TESOL
major/minor
DELTA
Masters in TESOL

Spotlight on VAK
Individuals learn better when they receive
information in their preferred learning style (e.g.
visual, auditory, kinaesthetic)
“Perhaps the most popular and influential myth..”
Howard-Jones (2014)

Spotlight on VAK
% of teachers
who agree
with the VAK
‘neuromyth’
% of teachers
who said they
received input
on brain-based
ideas on the
teacher
training course
% of teachers
who say the
input has
influenced
their teaching
CELTA 90 64 (100) 80

Learning styles on the CELTA
“Candidates can demonstrate their learning by teaching
a class with an awareness of learning styles”
Cambridge English CELTA syllabus Third Edition Teaching practice assessment criteria
“Observe your learner during class. Identify their
learning style…Find one activity that could help your
learner… and say why it is helpful for your learner in
particular.”
Cambridge English CELTA Focus on the Learner assignment rubric (Teaching House)

% of teachers who
said they received
input on brain-
based ideas on the
TESOL training
course
% of teachers who
say the input has
influenced their
teaching
Cert TESOL 46 97
Masters TESOL 66 86

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
• Teachers would like more discussion of brain- based ideas on their
TESOL training courses and in post-training professional development

Recommendations
Recommendations

•A Clark (2015) – Don’t waste your time and
resources with learning styles assessments

•“ If you total the expenditures on books, workshops,
tests, teacher guides and other adjunct resources, I
suspect the investment goes into the millions.”
• Clark , 2012
https://www.td.org/Publications/Blogs/L-and-D-Blog/2012/05/Stop-Wasting-Resources-on-Learning-
Styles Carol Lethaby and Patricia Harries: TESOL 2015

•“The emphasis on learning styles, we
think, often comes at the cost of
attention to …. other important
dimensions.”
• Riener and Willingham (2010)

•B 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))

• Pashler et al, 2009
Pashler et al (2009)Pashler et al (2009)

•“ … present information in the most appropriate
manner for our content and for the level of prior
knowledge, ability, and interests of that
particular set of students.”
• Riener and Willingham, 2010

•C Consider whether teaching to all styles visual,
auditory, kinesthetic may be overload for the
learner!
• See Clark (2012, 2014)
• (not to mention overload for teachers trying to design lessons to all
learning styles)

•D Teacher training
• Pickering and Howard-Jones (2007) , Howard-Jones (2014), Dekker et
al (2012)

• 1 Stop teaching / perpetuating neuromyths! Talk about this overtly
with trainees
• 2 Include neuroscience and psychology in initial teacher training
• 3 Help teachers to read / evaluate and take advantage of scientific
research
• 4 “Hybrid professional” to act as a bridge between neuroscientists
and educators

•“the importance of a dialog between teachers
and neuroscience experts in order to establish
effective collaborations between the two fields”
• Dekker et al, 2012

• 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 (2012) Stop wasting resources on learning styles ATD Learning and Development Blog
https://www.td.org/Publications/Blogs/L-and-D-Blog
• 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.
• 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.
• 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.

Neuroscience Presentation TESOL 2015

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