Neuromyth Busting

Educator develops an understanding of MBE science research-informed strategies to bust neuromyths that are outdated, inaccurate, and ultimately harmful to learners.
Made by Center for Transformative Teaching and Learning
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About this Micro-credential

Key Method

The educator promotes neuro-truths and dispels neuromyths by identifying common neuromyths, developing an understanding of the research behind neuromyths and neuro-truths, recognizing the susceptibility of educators to neuromarketing and neuromythology, and self-evaluating current practices for evidence of neuro-truths and neuromyths.

Method Components

This micro-credential forms one part of the research-informed framework for teaching Mind, Brain, Education science to educators and school leaders developed by the Center for Transformative Teaching and Learning. We suggest you complete this stack in the following order: (1) Neuroplasticity: Educators as Brain-changers; (2) Neuromyth Busting; (3) Neuro-truths in the Classroom, and recognize that this process is iterative.

Why is becoming a neuromyth buster essential?

If you can differentiate neuromyths from neuro-truths, you can help inform, validate, and transform how teachers, school leaders, and parents think about the science of learning. As with all MBE research, consider these neuro-truths in the context of your own school and your own students.

What is a neuromyth?

A neuromyth is a “misconception generated by a misunderstanding, a misreading or a misquoting of facts scientifically established (by brain research) to make a case for use of brain research, in education and other contexts,” according to Introducing Neuroeducational Research: Neuroscience, Education and the Brain from Contexts to Practice (Howard-Jones, 2010).

Research & Resources

Supporting Research

  • The Organization of Economic Cooperation and Development, (2002) Understanding the Brain: Towards a New Learning Science. Paris: OECD Publications.
    This book describes how scientific developments in understanding how the brain works can help educators create more efficient methods of teaching and educational policies.
  • Paul Howard-Jones, Introducing Neuroeducational Research: Neuroscience, Education and the Brain from Contexts to Practice (New York: Routledge, 2010).
    This foundational work explains the interdisciplinary neuro-educational approach to teaching and learning and presents case studies and empirical findings to illustrate how a neuro-educational approach can supply us with a more complete picture of how we learn.

Resources

  • The following book chapters, articles, and videos support the research on how to develop your understanding of Mind, Brain, and Education science research.
  • We suggest you take this neuro-myth assessment to help you earn this micro-credential:
    http://www.thecttl.org/a-formative-assessment/
  • Project Zero
    http://www.pz.harvard.edu/
  • Whitman, Glenn and Ian Kelleher. Neuroteach: Brain Science and the Future of Education (Rowman & Littlefield), 2016.
    Written by educators who live the experience of teaching every day, Neuroteach serves as a pivotal resource guide for how to use the strongest evidence in Mind, Brain, and Education science to inform one’s educational practice.
  • RADTeach.com
    http://www.radteach.com/
    Dr. Judy Willis’ website, which emphasizes teaching practices that engage the heart and mind to challenge all students to their highest potential.
  • Hardiman, Mariale. The Brain-Targeted Teaching Model for 21st-Century Schools (Corwin), 2012.
    This is a foundational resource for educators that demonstrates how to apply educational and cognitive neuroscience principles into educational settings through a pedagogical framework.
  • Willis, Judy. “The Neuroscience of Joyful Education.” Educational Leadership.
    http://bit.ly/2tF9NlJ
  • The first 30 minutes of a video of a talk by Paul Howard-Jones
    https://www.youtube.com/watch?v=docSZBq3juY
  • The Center for Transformative Teaching and Learning
    http://www.thecttl.org/home
  • Neuroscience and the Classroom: Making Connections: A 42-module video course for K-12 teachers and school counselors.
    https://www.learner.org/resources/series214.html
  • Christina Hinton, Kurt Fischer, and Catherine Glennon, Mind, Brain, and Education: The Student at the Center Series, 2012.
    http://bit.ly/2sFWQnC
  • Von Pfetten, Verena. “Read This Story Without Distraction (Can You?).” The New York Times, 29 Apr. 2016
    http://nyti.ms/2sknN0w
  • Understanding the Brain: The Birth of a Learning Science from OECD.
    http://www.oecd.org/site/educeri21st/40554190.pdf

Submission Requirements

Submission Guidelines & Evaluation Criteria

The items in this following section detail what must be submitted for evaluation. An educator will need to receive a passing evaluation for Parts 1 and 3 and meet the "Competency Met" level for their artifact of choice in Part 2 to earn the micro-credential.

Part 1. Overview Questions

(200-word limit for each response)


In answering these prompts, make specific reference to the resources you used in your responses.

  • How can you as an educator dispel the myths and encourage members of your community to stay informed regarding neuro-truths?
  • Identify a neuromyth and its corresponding neuro-truth that is not listed in this micro-credential and explain how you have worked to dispel this particular neuromyth.

Part 2. Work Examples / Artifacts

Use the research and resources above to identify neuromyths and neuro-truths. Choose a neuromyth and corresponding neuro-truth and show how you would change your practice to reflect the neuro-truth OR how you would spread awareness regarding this neuromyth to your greater community. Possible artifacts include:

  • A video or audio recording of a conversation with a student or colleague
  • A lesson plan
  • A visual representation

Part 3. Reflection

(50-word minimum)


Meta-cognition, the act of thinking about thinking, is a critical part of the learning process. Use this Visible Thinking Routine from Project Zero to assess how your brain has changed by completing this MBE Neuromyth Busting micro-credential.

Before completing this MBE Neuromyth Busting credential, I used to think ________________ but now, after completing this MBE Neuromyth Busting credential, I think ________________________.


Except where otherwise noted, this work is licensed under:
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)
http://creativecommons.org/licenses/by-nc-nd/4.0/

Requirements

Download to access the requirements and scoring guide for this micro-credential.
Requirements for Neuromyth Busting
How to prepare for and earn this micro-credential - in a downloadable PDF document

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