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<p class="MsoNormal"><span style="font-size: 14px;" class="">Greetings Science Colleagues,</span></p><p class="MsoNormal"><span style="font-size: 14px;" class="">The so-called <b class="">Theory
of Multiple Intelligences</b> and <b class="">Learning
Styles</b> are persistent Educational Neuromyths that are still being perpetuated
by Snake-Oil websites, which fraudulently collect money from gullible and educationally
naïve school administrators who have wasted many millions on related,
professional development and classroom resources. To prove my point, colleagues
may like to conduct Google searches for “learning styles” and “multiple
intelligences”?<b class=""> </b></span></p>
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</v:shape><![endif]--><!--[if !vml]--><img width="88" height="78" src="file://localhost/Users/michaelmcgarry/Library/Caches/TemporaryItems/msoclip/0clip_image002.png" align="left" hspace="9" alt="Description: Neuromyths Icon" v:shapes="Picture_x0020_18" class=""><!--[endif]--><span style="font-size: 14px;" class=""><b class="">Neuromyths</b>
<span lang="EN" style="mso-fareast-font-family:Calibri;mso-bidi-font-family:
"Times New Roman";color:#222222;mso-ansi-language:EN" class="">are common misconceptions
about brain mechanisms that are not based on empirical evidence provided by
rigorous, neuro-scientific research. Neuromyths usually arise from
misunderstanding or a misreading and, in some cases, a deliberate perversion of
neuro-scientific evidence by commercial sellers of ‘unproven’, “brain-based
learning” programs that are frequently purchased by ‘neuroscience-naïve’
educators and parents.</span><u class=""><span style="mso-fareast-font-family:Calibri;
mso-bidi-font-family:"Times New Roman";color:blue" class=""><o:p class=""></o:p></span></u></span></p>
<p class="MsoNormal"><b style="font-size: 14px;" class=""> </b></p>
<p class="MsoNormal"><span style="font-size: 14px;" class="">Websites that debunk the theory of multiple intelligences
and learning styles:<o:p class=""></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 14px;" class="">URL 1: <a href="https://www.teachermagazine.com.au/article/tackling-the-learning-styles-myth" class="">https://www.teachermagazine.com.au/article/tackling-the-learning-styles-myth</a></span></p><p class="MsoNormal"><span style="font-size: 14px;" class=""><o:p class=""></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 14px;" class="">URL 2: <a href="http://publications.ieu.asn.au/ie-2/editorial/different-learning-styles-are-myth" class="">http://publications.ieu.asn.au/ie-2/editorial/different-learning-styles-are-myth</a></span></p><p class="MsoNormal"><span style="font-size: 14px;" class=""><o:p class=""></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 14px;" class="">URL 3: <a href="https://www.theguardian.com/education/2017/mar/13/teachers-neuromyth-learning-styles-scientists-neuroscience-education" class="">https://www.theguardian.com/education/2017/mar/13/teachers-neuromyth-learning-styles-scientists-neuroscience-education</a></span></p><p class="MsoNormal"><span style="font-size: 14px;" class=""><o:p class=""></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 14px;" class="">URL 4: <a href="http://theconversation.com/students-are-not-hard-wired-to-learn-in-different-ways-we-need-to-stop-using-unproven-harmful-methods-63715" class="">http://theconversation.com/students-are-not-hard-wired-to-learn-in-different-ways-we-need-to-stop-using-unproven-harmful-methods-63715</a></span></p><p class="MsoNormal"><span style="font-size: 14px;" class=""><o:p class=""></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 14px;" class="">URL 5: <a href="https://www.psychologytoday.com/blog/unique-everybody-else/201311/the-illusory-theory-multiple-intelligences" class="">https://www.psychologytoday.com/blog/unique-everybody-else/201311/the-illusory-theory-multiple-intelligences</a></span></p><p class="MsoNormal"><span style="font-size: 14px;" class=""><o:p class=""></o:p></span></p>
<p class="MsoNormal"><b style="font-size: 14px;" class="">HOW CHILDREN LEARN!</b></p>
<p class="MsoNormal"><span style="font-size: 14px;" class="">This NAP website to be studied by <b class="">ALL</b> primary/secondary/tertiary educators.</span></p><p class="MsoNormal"><span style="font-size: 14px;" class=""><o:p class=""></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 14px;" class=""><span style="background-color: rgb(250, 248, 246);" class="">“It was once commonly thought that infants lack
the ability to form complex ideas.” </span><span style="font-family: Times;" class="">“</span>It
is now known that very young children are competent, active agents of their own
conceptual development.”</span></p>
<p class="MsoNormal"><span style="font-size: 14px;" class="">NAP URL: <a href="https://www.nap.edu/read/9853/chapter/7" class="">https://www.nap.edu/read/9853/chapter/7</a>
[Compulsory Reading]</span></p><p class="MsoNormal"><span style="font-size: 14px;" class=""><o:p class=""></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 14px;" class="">CORNELL URL: <a href="http://www.human.cornell.edu/hd/outreach-extension/upload/Learning-about-how-children-learn-Kushnir.pdf" class="">http://www.human.cornell.edu/hd/outreach-extension/upload/Learning-about-how-children-learn-Kushnir.pdf</a></span></p><p class="MsoNormal"><span style="font-size: 14px;" class="">In ~Year 2000, after I read the expanded version of <b class=""><i class=""><span lang="EN-US" style="mso-bidi-font-family:"Times New Roman";color:#666666;
mso-ansi-language:EN-US" class="">How People Learn: Brain, Mind, Experience, and School</span></i></b><span lang="EN-US" style="color: rgb(102, 102, 102);" class="">, I was motivated to develop my interactive PDF
Australian Science (Year Levels 7 to 10) curriculum modules that are designed
to actively engage students in science conceptual reconstruction (change)
learning. My Australian Science Years 7 to 10 curriculum course resources can
be free downloaded from ASTA’s online learning portal URL: <a href="http://moodle.asta.edu.au" class="">http://moodle.asta.edu.au</a> [“Middle Years
Science” Icon].</span></span></p>
<p class="MsoNormal"><span style="font-size: 14px;" class="">Colleagues please contemplate the
educational ramifications of this Statement: “<b class="">It is now known that very young children are competent, active agents
of their own conceptual development.</b>” I recommend that colleagues could
then study the ‘work’ of the EINSTEIN FIRST Project. Research Gate URL: <a href="https://www.researchgate.net/project/Einstein-First-bringing-Einstien-to-the-class-room?openDialog=followers" class="">https://www.researchgate.net/project/Einstein-First-bringing-Einstien-to-the-class-room?openDialog=followers</a>
and, <span lang="EN-US" style="color: rgb(102, 102, 102);" class="">URL: <a href="http://theconversation.com/why-dont-we-teach-einsteins-theories-in-school-69991" class="">http://theconversation.com/why-dont-we-teach-einsteins-theories-in-school-69991</a>.</span></span></p>
<p class="MsoNormal"><span style="font-size: 14px;" class="">Best Wishes,</span></p><p class="MsoNormal"><span style="font-size: 14px;" class=""><o:p class=""></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 14px;" class="">Michael John McGarry</span></p><p class="MsoNormal"><o:p class=""></o:p></p>
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