You are not a visual learner — learning styles are a stubborn myth. Part of this video is sponsored by Google Search.
Special thanks to Prof. Daniel Willingham for the interview and being part of this video. Special thanks to Dr Helen Georigou for reviewing the script and helping with the scientific literature. Special thanks to Jennifer Borgioli Binis for consulting on the script. MinutePhysics video on a better way to picture atoms -- https://ve42.co/Atom
▀▀▀▀▀▀▀▀▀▀▀▀▀▀▀▀▀▀▀▀▀▀▀▀▀▀ References:
Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological science in the public interest, 9(3), 105-119. — https://ve42.co/Pashler2008
Willingham, D. T., Hughes, E. M., & Dobolyi, D. G. (2015). The scientific status of learning styles theories. Teaching of Psychology, 42(3), 266-271. — https://ve42.co/Willingham
Massa, L. J., & Mayer, R. E. (2006). Testing the ATI hypothesis: Should multimedia instruction accommodate verbalizer-visualizer cognitive style?. Learning and Individual Differences, 16(4), 321-335. — https://ve42.co/Massa2006
As a follow-up to our 9 Characteristics of 21st Century Learning we developed in 2009, we have developed an updated framework, The Inside-Out Learning Model.
The goal of the model is simple enough–not pure academic proficiency, but instead authentic self-knowledge, diverse local and global interdependence, adaptive critical thinking, and adaptive media literacy.
By design this model emphasizes the role of play, diverse digital and physical media, and a designed interdependence between communities and schools.
We should learn from experiences, particularly if those experiences show our previous beliefs to be untrue. So why are people so easy to fool when it comes to beliefs about learning?
For years, a stream of articles have tried to dispel pervasive but wrong ideas about how people learn, but those ideas still linger. For example, there is no evidence that matching instructional materials to a student’s preferred “learning style” helps learning, nor that there are “right-brain” and “left-brain” learners. The idea that younger people are “digital natives” who use technology more effectively and who can multi-task is also not supported by scientific research.
Are you a good listener? Auditory learners, who make up 30% of the population, prefer to take in information via the ears. A majority, though, learn best through visual means. About 65% of people are visual learners; these people are quick to read a chart and explain it. Kinesthetics, hands-on projects like science experiments or […]
The learning styles hypothesis—and particularly the meshing hypothesis—state that learners’ preferences about their preferred modality of learning (i.e., visual, aural, or kinesthetic) predic
Conclusion For me, this is a touchstone issue. The fact that it has persisted for so long is a damning indictment on our professions, practices and professional bodies. Learning styles do not exist - let me repeat – learning styles do not exist. To believe in learning styles is to believe that the sun goes round the earth or that the earth is flat. It’s an intuition gone bad – a fail. Worse still, is to apply this theory in practice. If you categorise children as VAK or adults to Honey and Mumford or any of the other dozens of learning styles theories, and yes there are dozens, you’re doing learners a disservice. You may even be ruining their education.
Evidence We have 35 years of evidence against learning styles. This includes individual studies, systematic reviews and books. People like Pedro de Bruyckere, Wil Thalheimer and I have been talking about this for decades. Chapter 1 of Pedro de Bruyckere’s book ‘Urban Myths’ is an excellent summary of the research. A critique of Fleming’s VAK can be found here and a critique of Honey and Mumford’s theory can be found here.
The belief in learning styles is so widespread, it is considered to be common sense. Few people ever challenge this belief, which has been deeply ingrained in our educational system. Teachers are routinely told that in order to be effective educators, they must identify & cater to individual students' learning styles; it is estimated that around 90% of students believe that they have a specific learning style but research suggests that learning styles don't actually exist! This presentation focuses on debunking this myth via research findings, explaining how/why the belief in learning styles is problematic, and examining the reasons why the belief persists despite the lack of evidence.
I’ve learned many things over my over 40 years as a librarian. That said, we don’t, as professionals, sufficiently embed learning at the core of our practice.
Despite the learning style sceptics, academic papers devoted to learning styles continue to appear. This paper (8 page PDF) serves the useful function of calling for people writing about learning styles to be clear about terminology and of describing and clarifying some learning approaches to learning styles in terms of their meaning, reproduction and orientation, "making inconsistencies appear to be less of an issue." They also seek clarity on whether the author thinks the dimension in question is fixed or changeable. All of this goes to show, I think, that thinking of 'learning styles' as a simple four-dimensional taxonomy used for differentiating instruction is narrow and unhelpful. We can look at factors related to intrinsic interest, the relation of ideas and evidence, the structure of critical reasoning processes, intention, and more. Additionally, "the author should, if possible, refer to an overarching term such as learning patterns or learning dimensions as suggested in this paper, and most importantly specify the model used if based on existing models, as well as the tradition to which the research has been most based." That should apply to critics as well as researchers.
This is number 8 in my series on learning theories. My intention is to work through the alphabet of psychologists and provide a brief overview of each theory, and how it can be applied in education. In the last post we examined the various educational theories of John Dewey including experiential learning. In this post, we explore the work of Yrjö Engeström on Activity Theory.
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