When it comes to the classroom nothing could be more useful than knowing about the brain and how it connects, learns and rewires. This knowledge can help make teachers even more effective (aside from the simple fascination with the topic). But there is a simple problem: over the years some simple myths have become dangerous tools for teachers: Various studies have shown that many people, even scientists, and teachers hold on to some simple myths – this could have negative impacts on teaching quality.
We will resolve some of these myths over the next few posts – we are also running a series of posts over the next six months focusing on brain knowledge and human behaviour all in simple to understand language and bite-sized chunks of knowledge.
The myths that still seem to be persistent are:
- Left brain vs right brain: We do have two hemispheres, but the popular description is misleading and sometimes simply wrong.
- We use 10% of our brain: We always use 100% of the brain!
- Learning styles: What sounds intuitively true is fundamentally wrong!
- 10’000-hour rule: Sounds intuitive and is a powerful motivational message – but unfortunately fails to reflect reality.
- Autistic savants: Autism only rarely gives rise to amazing abilities.
- The Mozart Effect: Listening to Mozart will not improve your IQ but music has many brain benefits.
- “Bite-sized chunks” is the best way to learn: Partly true but fails to activate even more powerful learning mechanisms.
- The truth about brain development for teachers
- There is no Mozart effect – but music is good for the brain
- The truth about “growing” your brain
- Discomfort and confusion is great for learning!
- Lying in children is a sign of social development
- The five emotional needs of children
- Impacts of childhood trauma