À reblog because it’s so needed….
One of the few signs of progress in changing the debate in education had been a concerted rejection of the most obviously pseudo-scientific parts of the education climate, namely Brain Gym and learning styles. The greater involvement of cognitive psychologists in education, (e.g. Dweck and Willingham), challenges from outside education (e.g. Goldacre) , the creation of ResearchED and the opening up of debate on social media had helped create a climate where these most obvious frauds could not hope to flourish. Even those conducting and promoting rotten research would use opposition to learning styles and Brain Gym to signal that they were not complete charlatans.
Sometimes the picture of progress was mixed, particularly for learning styles. Evidence suggested teachers still believed in them. University PGCEs continued to recommend books that encouraged their use, but a growing number would also include a lecture denouncing them. Some would even show Dan…
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