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Brain Myths in Education: Making Sense of Fact vs. Fiction

education myths

In the nearly 25 years since Congress designated the 1990s “The Decade of the Brain,” educators have been flooded with information about how the brain learns. Some of the “brain myths” that educators have learned are actually right on target, while others are outright wrong. Some data is still open for debate and other inquiries are just getting under way.

We asked Dr. Bill Jenkins and Dr. Martha Burns for a little help in sorting fact from fiction for those of us with other things to do besides reading through the original research studies and teasing out our own conclusions. They presented a great live webinar on the topic, and here’s what we learned:

Myth #1: The Brain is Hardwired – True or False?

Until the 1990s, neuroscientists believed that the adult brain was indeed hardwired with fixed neural circuits. The Decade of the Brain revealed that this view is false—the adult brain is not hardwired and neither is the child brain. In fact, learning goes hand in hand with the re-wiring of brain circuits on the fly, a re-organizing ability that lasts throughout our lifetime.

Myth #2: There are Multiple Intelligences – True or False?

When I first heard about the idea of multiple intelligences, I responded to it immediately. I’m a visual learner! I thought. Of course. And I know I’m not alone.

The truth is more complicated. The construct of multiple intelligences falls under the category of “still open for debate” and may depend as much on our frame of reference as anything else. Regardless, what’s important for teachers is to understand individual students’ strengths and weaknesses and not evaluate students along one dimension of Smart vs. Not Smart.

Myth #3: There’s a Critical Period for Language Learning – True or False?

The widely held belief that language learning must be mastered early is an example of a fact being taken too far. True, it is typically easier to learn a new language before age 7, but we retain the ability for language learning throughout life.

In fact, intensive language training can produce large gains in oral language and reading skills even in older children who are not yet fluent. This includes in-person training or computer programs such as the Fast ForWord Language and Reading programs. They key is an individualized and intensive approach that influences brain organization through mechanisms of neural plasticity.

Further, learning a new language later in life can be good for the brain—better than, say, Sudoku or crossword puzzles.

Get the Facts About 10 More Brain Myths

Drs. Jenkins and Burns had much more to say about fact vs. fiction in how the brain learns. Watch their on-demand webinar on Brain Myths in Education and get answers about these brain myths and more:

  • What role does diet play in learning?
  • Are gluten-free and casein-free diets really better for brain health?
  • What are the differences between boys and girls when it comes to learning?
  • Can all students meet high learning standards?

Related reading:

What Educators May Not Know about the Neuroscience of Learning

Eric Jensen Links New Brain Research With Teaching in New Webinar

 

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Categories: Brain Research, Education Trends, Fast ForWord, Reading & Learning

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