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 m

Module 5 Discussion

  Learning Myths & Teaching Strategies

After reading  Lessons for learning: How cognitive psychology informs classroom practice in  Module 5: Lecture Materials & Resources , please respond and discuss the following.

1. 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.

2. Pick one of the four outstanding teaching strategies given in this article and indicate how you will use it to enhance your teaching efficacy.

3. 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 effectiveStudies 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.However, integrating evidence-based techniques such as retrieval practice and spacing can be effectively incorporated into existing lesson structures without overhauling the curriculum. In fact, using these methods can ultimately save time by reducing the need for repetitive reteaching and helping students retain material more effectively (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. 233-256).

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