Page 38 - ELG1704 Apr Issue 446

REVIEWS & RESOURCES

Meet the myth-buster!

‘Post truth’ and ‘alternative facts’ are in the news these days – but alternative
facts have been ourishing in the ELT world for decades, says Russ Mayne

HE BIGGEST Actually, it seems likely that, as RUSS MAYNE
‘edumyth’ of all is we all have the same equipment,
undoubtedly the per- we all learn in the exact same ways.
vasive one of learning Such myths are so persistent perhaps
T styles. The idea that because, as with all alternative facts,
learners learn better through one they describe a world we wish to be
of three senses – visual, auditory true rather than one that is true.
and kinaesthetic – is, according to Learning is hard work – often we
researchers, accepted by 88 per cent do it badly or fail. It would be nice
of ELT teachers. if there were simple explanations,
That means it’s more than but real life is messy. Of course,
likely that you, the person read- alternative facts don’t seem as bad
ing this, believe in this particular when they fit your world view. So
alternative fact. It is attractive come with me while we examine
to believe that we’re all special some of the many edumyths that
and unique and we all learn in permeate the Tefl world.
different ways. However, there is See Ross’s blog:
no research to back this up. malingual.blogspot.co.uk

A SIMPLISTIC SPLIT UNTAPPED POWER?
One of the best known is perhaps the idea of left-brained Left brains and right brains can, however, hardly com-
and right-brained learners. Left-brain learners (or so the pete with an urban legend so popular it even formed
1 ‘theory’ goes) are analytic and logical, while right-brain 2the basis of the recent Hollywood movie Lucy. The
learners are creative and imaginative. This myth is so well-es- idea that human beings only use 10 per cent of their brains
tablished in education circles that many well-known writers and is treated as a fact by many teachers. What’s amazing about
teacher trainers unquestioningly accept the idea that we can this myth is how implausible it seems after a few minutes’
and should cater our teaching to these two types of learners. thought. Can we imagine a heart, or liver that is 90 per cent
Unfortunately, this is an ‘alternative fact’ – described by one re- inactive? It would seem a bit wasteful, especially consider-
searcher as ‘simplistic at best and hogwash at worst’, and one ing the fact that our brains use around 20 per cent of our
of the many ‘neuromyths’ that are so pervasive in education. daily calories. No, our brains are active all the time, even
when we sleep. Perhaps it’s the allure of ‘untapped power’
that makes this particular myth so attractive

PYRAMIDS OF PERCENTAGES
THE MEHRABIAN MYTH
A myth that seems to make its way onto conference
slides all too often is the ‘learning pyramid’. As other Another popular urban legend is known as
3 myths, it has sciency-sounding percentages: students the Mehrabian myth. You might not know this
will retain 5 per cent of information if lectured, 10 per cent 4 myth by that name but by the numbers 55, 38
when reading, 30 per cent through a demonstration and and 7 per cent. That is, communication is 55 per
so on. At the top, ‘teaching others’ is said to be maximally cent expressions, 38 per cent tone of voice and
effective at a whopping 90 per cent. This myth only 7 per cent the words we use. What’s fascinat-
seems to originate with Edgar Dale’s ‘cone ing about this myth is that it continues to thrive
of experience’. What’s interesting is that despite anyone being able to disprove it with a
Dale himself didn’t include any num- simple test (try talking to someone only using
bers and told his readers to take the expressions and tone of voice).
cone with a pinch of salt (advice that The myth remains stubbornly in place despite
seems to have been whole-heart- its creator, Albert Mehrabian, repeatedly stating
edly ignored). It may well be that that his work has been misinterpreted. These last
taking an active role in your own two myths are perhaps testament to the power of
learning leads to better outcomes, attractive myths to take on a life of their own.
but the division of results into neat
10 per cent blocks is taking a rather
large liberty with that idea.

editorial@elgazette.com 39

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