To my mind the role played by knowledge itself is crucial.
Imagine trying to teach Geography without maps (visual learning) or teaching dance moves with only a diagram (kinetic learning), or music with only the score (auditory learning).
We all have different learning styles depending on what it is that we are learning.
Everyone likes data that back their prejudices. Academics call it “confirmation bias.” It runs rife among U.S. Presidents, state governors, legislators, school district policymakers, and Moms and Dads. I include myself in the crowd. People with beliefs on one or the other side of an issue lean heavily on examples and evidence that supports their view of, say, gun control, dieting, the worth of alternative medicine or the two-shooter theory in the Kennedy assassination. Resisting confirmation bias and being open-minded, a process that is closer to sandpaper rather than a soft pillow, requires awareness of one’s beliefs, values and positions on issues. It is hard work and requires attention in what one chooses to read, listen to, and think because it is far easier to screen out or avoid contrary information. Convenience often trumps thinking. All of this is also true for teachers. Consider the issue of data-driven…
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