For far too long, teachers’ CPD and subsequent practice has followed various fads and trends that, on the surface, seemed attractive to implement and try as part of classroom practice. The appeal of many myths has been based on the premise that relatively simple and easy lists of strategies, if followed, could lead to big learning gains and improved pupil engagement.
Although these approaches promised research-based foundations on, for example, learning styles or how the brain works, the real fact remains that many of these myths often lack clear scientific proof. Often, these quick-fix fads have been sold to the profession as short-cuts to improvement based on snippets of inconclusive or out-of-context research.
Register now, read forever
Thank you for visiting SecEd and reading some of our content for professionals in secondary education. Register now for free to get unlimited access to all content.
What's included:
-
Unlimited access to news, best practice articles and podcast
-
New content and e-bulletins delivered straight to your inbox every Monday and Thursday
Already have an account? Sign in here