Many claims and ideas exist and are perpetuated about successful teaching and learning. This page addresses some of them by classifying them as facts, myths, or something in between and by summarizing major theories and findings and providing links to further reading. The classification as fact or myth is fast and catchy, the additional information provided under "read more" is more nuanced and in depth.
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This page is under construction.
- Students have their own learning styles and learn better when taught in that fashion – MYTH. Although there are many modes of instruction, all students learn information in different modes, see, for instance, Pashler et al. (2008) or Riener/Willingham (2010). In fact, multi-modal and multi-sensory instruction is what works best for all students – different forms of experiencing and exploring information provide more opportunities to build a broad network of connections in the brain thereby more firmly linking the information in the brain and allowing for more versatile use. Variety in instructional mode also helps keeping students engaged and interested.
- Good teaching requires (good) research – MYTH.
- Below average scores on student teaching evaluations is bad teaching – MYTH.