The idea that we only use 10 percent of our brains has been roundly debunked — but, according to Paul Howard-Jones, an associate professor of neuroscience and education, teachers don’t necessarily know that. In an article in Nature Reviews Neuroscience, he reveals the disturbing prevalence of this and other “neuromyths” in classrooms around the world, and explains why they can be so damaging.
In one study Dr. Howard-Jones cites, 48 percent of British teachers agreed with the statement “We mostly only use 10 percent of our brain.” Ninety-three percent believed that “individuals learn better when they receive information in their preferred learning style (for example, visual, auditory or kinaesthetic)” (research actually doesn’t support this), and 29 percent believed “drinking less than 6 to 8 glasses of water a day can cause the brain to shrink” (it can’t). Sixteen percent thought that “learning problems associated with developmental differences in brain function cannot be remediated by education.”
A few years ago one of my children filled out a learning styles questionnaire at school, presumably so that the teacher could tailor instruction in the classroom.
… Myths about how children should be taught can be counterproductive in the classroom, said Dr. Howard-Jones. Surveys designed to determine kids’ learning styles (visual, auditory or kinesthetic) can reveal how students would prefer to receive information, he explained in a phone interview, but “the problem is that there’s no evidence to suggest there’s any benefit in teaching them in that way, and in fact psychological research has shown even that some students appear to benefit more from receiving information in the style that they do not have preference for.”
I suspect these myths are still being taught in college education courses.
Daniel Willingham explains that “Learning Styles Don’t Exist”.