Explain to students why you are using the strategies you are using, that the difficulties you have created are desirable in that they promote learning, and that they can learn to be more effective learners when they adopt these practices themselves.
Myth 7: There are no cognitive differences between learners.
Fact: Structure builders and fluent readers learn better.
While learning preferences do not entail learning styles, this does not mean that there are no real, meaningful differences between learners. Research shows that students skilled at “structure building,” viz., seeing patterns, recognizing operating principles, generating rules, etc. are more effective learners (pp. 153-158). Fortunately, structure building can be improved with effortful practice. Instructional practices that promote structure building, therefore, improve learning.
Language fluency and reading ability also correlate with learning effectiveness (p. 141). And while some difficulties are desirable, those that impede reading are discouraged (p. 99). Certain neurological differences, such as dyslexia, can impede reading fluency but can be compensated for with specialized instruction. For this reason, instructors are advised to provide reading support for poor readers and to encourage students to seek out literacy specialists when necessary......
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Nik Peachey