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Research & Training Blog

Welcome to the Landmark College Institute for Research and Training (LCIRT) blog — the mission of this blog is to provide an avenue of communication between LCIRT and educators/professionals interested in the latest research, resources, and news related to learning differences.
The infamous confusion corner street sign in Winnipeg. The sign shows four arrows crossing one another, each points to a different road.

Using a consistent format and structure for course materials

In a traditional classroom, we have the luxury of answering clarifying questions and reminding students of the sequence of tasks, and we can provide lots of visual and verbal cues to help students stay organized and on-task. In an online environment, we don’t have the same opportunities to support students in the moment, so it’s incumbent on us to be intentional and consistent in how we present learning materials to them. Otherwise we risk creating unnecessary confusion and frustration; in other words: we can’t change the weather, or lighten traffic, but we can make sure the streets are well lit and there are signs to guide their way.

Neuromyths: are misconceptions about the brain dangerous?

In 2002, the UK’s Organization of Economic Co-operation and Development (OECD) published a report titled “Understanding the Brain: The Birth of a Learning Science.” The authors dedicated an entire chapter to carefully dissecting and dispelling neuromyths, which they defined as “misconception[s] generated by a misunderstanding, a misreading, or a misquoting of facts scientifically established (by brain research) to make a case for use of brain research in education and other contexts”. Since the report was published, study after study has shown that several of the neuromyths dispelled by the OECD are still widely accepted by educators around the world.

Cover page of Biology Success! resource manual

Biology Success

Biology Success! Teaching Diverse Learners

A Resource Manual for Biology Educators

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