10 Faulty Notions about Teaching and Learning

Article Summary from2003 Journal of Special Education– Written by William Heward.Faulty notions about teaching 10 andLearningPresented by: Brent Daigle, Ph.D.

1. Students with disabilities have the right to an effective education.2. Special education instruction should be individualized, intensive, and goal-directed.3. Special education teachers should know how to select and apply research-based strategies.4. Research-based instructional tools are underused in special education. A large research-to-practice gap remains.AssumptionsPresented by: Brent Daigle, Ph.D.

Faulty notion # 1Structured teaching impedesResearch supports an instructional approach that relies on explicit instruction, guided practice, and feedback (i.e., direct instruction.) true learning

Faulty notion # 2Teaching discrete skills trivializes education & ignores the whole childDiscrete skills , such as an emphasis on sight words and phonics, is important and critical to improved academic outcomes. Presented by: Brent Daigle, Ph.D.

Faulty notion # 3Drill & practice limits deep understanding & dulls their creativityIf done properly, drill and practice builds fluency and leads to improved outcomes. Presented by: Brent Daigle, Ph.D.

Faulty notion # 4Teachers do not need to (and/or cannot, should not) measure performanceIt is indefensible to make instructional decisions without data from direct and frequent measurement. Presented by: Brent Daigle, Ph.D.

Faulty notion # 5Students must be internally motivatedOverwhelming empirical evidence that contingent teacher praise, approval and other forms or positive reinforcement (e.g., token economy) have positive to really learn effects on student behavior and achievement. Presented by: Brent Daigle, Ph.D.

Faulty notion # 6Building self-esteem is a teacher’sPrimary goal is improved achievement. Increased self- esteem is the result of primary goal improved outcomes or mastery of a new skill. Presented by: Brent Daigle, Ph.D.

Faulty notion # 7Teaching students with disabilities requires unending patienceIf there is no change in learning, teacher must differentiate their instruction, not simply become more patient. Research indicates that patient teachers often translates into slowed-down instruction, lowered expectations, fewer opportunities to respond, and few in-class and homework assignments, all of which students with disabilities do not need.

Faulty notion # 8Every child learnsMany instructional strategies were founded on a few basic principles of learning. The challenge for teachers is to differently find the combination of strategies that address the unique needs of each child. Presented by: Brent Daigle, Ph.D.

Faulty notion # 9Eclecticism isConstantly changing the combination of principles and methods of instruction from a large variety of theories and models is counterproductive to students with exceptionalities. It is more important for special educators to have knowledge and skills in using a core set of instructional methods and good approaches to meet the needs of students in their class. Presented by: Brent Daigle, Ph.D.

Faulty notion # 10A good teacherCreativity is good, however it must have an instructional purpose. Your creativity, when is done correctly, should be used to extend the curriculum based on the standards you are targeting. a creative teacher Presented by: Brent Daigle, Ph.D.

Presented by: Brent Daigle, Ph.D.

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10 Faulty Notions about Teaching and Learning

by Brent Daigle, Ph.D.

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10 Faulty Notions about Teaching and Learning Presentation Transcript