Table of Contents

1. Cover
2. Title Page
3. INTRODUCTION
   1. References
4. ACKNOWLEDGMENTS
5. 1 MYTH: STUDENTS ARE ACCURATE JUDGES OF HOW MUCH THEY KNOW
   1. References
6. 2 MYTH: STUDENTS LEARN BETTER WHEN TEACHING METHODS ARE MATCHED WITH THEIR LEARNING STYLES
   1. References
7. 3 MYTH: LECTURING IS BROADLY INFERIOR TO OTHER TEACHING METHODS
   1. References
8. 4 MYTH: USING POWERPOINT IN THE CLASSROOM IMPROVES STUDENT LEARNING
   1. References
9. 5 MYTH: MINIMALLY GUIDED INSTRUCTION IS SUPERIOR TO TRADITIONAL DIRECT INSTRUCTION
   1. References
10. 6 MYTH: REWARDS ALWAYS UNDERMINE STUDENTS’ INTRINSIC MOTIVATION
    1. References
11. 7 MYTH: MULTITASKING DOES NOT INHIBIT ACADEMIC PERFORMANCE
    1. References
12. 8 MYTH: PEOPLE ARE EITHER LEFT-BRAINED OR RIGHT-BRAINED
    1. References
13. 9 MYTH: THERE ARE MANY INDEPENDENT VARIETIES OF INTELLIGENCE
    1. References
14. 10 MYTH: SELF-ESTEEM IMPROVES ACADEMIC PERFORMANCE
    1. References
15. 11 MYTH: REPETITION IS A HIGHLY EFFECTIVE STUDY STRATEGY
    1. References
16. 12 MYTH: MULTIPLE-CHOICE EXAMS ARE INFERIOR TO OTHER EXAM FORMATS
    1. References
17. 13 MYTH: STUDENTS SHOULD NOT CHANGE ANSWERS ON MULTIPLE-CHOICE EXAMS
    1. References
18. 14 MYTH: COACHING PRODUCES LARGE GAINS IN COLLEGE ADMISSION TEST SCORES
    1. References
19. 15 MYTH: STANDARDIZED TESTS DO NOT PREDICT ACADEMIC PERFORMANCE
    1. References
20. 16 MYTH: STANDARDIZED ABILITY TESTS ARE BIASED AGAINST SOME MINORITY GROUPS
    1. References
21. INDEX
22. End User License Agreement

List of Tables

1. Chapter 09
   1. Table 1 Gardner’s eight intelligences

Guide

1. Cover
2. Table of Contents
3. Begin Reading