It’s a pervasive idea: different students’ brains are better suited to different styles of learning. So while one student might best comprehend a subject by hearing a lesson. Another would get the most benefit from reading it on paper. Another still would learn it better by performing a hands-on demonstration. The idea of “learning styles” is so simple that it should be easy to prove with a scientific study. Decades of research has shown that it’s just not true. And yet, students and teachers alike still believe it — and it’s harming students’ ability to learn. ..Learning Styles Don’t Actually Exist:
A Load of VAK
While what we just described may be one of the most popular models of learning styles. Known as VAK theory, for visual, auditory, and tactile/kinesthetic — it’s by no means the only one out there. A systematic review in 2004 found a whopping 71 different models ranging. From personality-based ones like Myers-Briggs. To models based on the way a person’s brain is wired for learning. But all of them rely on a central idea known as the “meshing hypothesis”. The idea that a given lesson’s presentation should mesh with the student’s learning style in order for it to be most effective.
The pervasiveness of this myth probably comes down to culture, according to researcher Catherine Scott. In a 2010 paper published in the Australian Journal of Educations. He pointed out that Western cultures tend to hold an “entity” view of people. The idea that traits are fixed at birth, while Eastern cultures. Are more likely to hold a “process” view, where traits can be shaped by experience. Learning Styles Don’t Actually Exist…
That has big implications for the educational system. “When forming first impressions, the entity model perspective predisposes teachers. To the decision that the child is ‘one of those’ on the basis of just one interaction. Or upon reading reports of the child’s previous attainment or behaviour,” she writes. If a student seems to grasp a hands-on lesson better than a reading assignment. A teacher with an entity view could easily peg them as a tactile learner. The student may believe it about themselves from that day forward.
What’s Really Going On
But hold on: You probably remember. At least one lesson in school that was delivered. In a way that was so easy to grasp, you probably still remember everything you learned that day. Maybe it was watching a reenactment of a famous naval battle, or setting the US. State names to music, or rearranging the Earth’s landmasses into the ancient continent of Pangea. If that teacher wasn’t teaching according to your learning style, what were they doing?
They were adjusting their teaching style to the subject, not the learner. Studies do show that all students benefit when a subject is taught with the appropriate style: math taught visually, for example, or language taught verbally. No matter how strongly a person believes they’re an auditory learner, they’re not going to learn geometry without seeing the shapes on the page.
That’s not to say all students learn the same way. Everyone varies in their strengths, interests, and previous knowledge. Research shows that qualities like these have a big effect on how best to learn something. For example, there’s evidence that beginners learn a subject best by studying examples. While advanced students learn better by doing problems themselves.
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