These are just some of the many ‘neuromyths’ that remain prevalent in education … despite the mountains of research and evidence that demonstrate otherwise.
But does this even matter?
Does the belief in neuromyths actually lead to ineffective teaching?
In this 'From Theory to Practice' video, I take a look at a (in my completely unbiased opinion) superb piece of research that aims to answer this very question:
On the Irrelevance of Neuromyths to Teacher Effectiveness (Horvath, Hattie, Donoghue, Horton, Lodge | 2018)
Here are some of the questions I tackle in this installment: