Differentiation and Inclusivity for All.

COGNITIVE styles; SCIENCE education; HIGH school curriculum; ACTIVE learning; KINESTHETIC method (Education); CHEMICAL laboratories

The article discusses the author's journey from teaching physics at Punahou School in Honolulu to discovering the lack of scientific support for learning styles theories during graduate school at the University of Virginia. The author reflects on the implications of this myth and emphasizes the importance of focusing on effective teaching methods rather than catering to individual learning styles. The article also highlights the concept of differentiation and inclusivity for all students, as advocated by Dr. Carol Tomlinson, emphasizing the need to know and understand students to teach them effectively. [Extracted from the article]

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