Learning Styles don’t exist


Here is a very interesting clip contesting the notion that teaching to different learning styles is effective. Thanks to ICT-Echo for the link.

Professor Daniel T. Willingham does not dispute that some people have better visual or auditry or kinaesthetic memories (for example) than others. What he does say – convincingly – is that this is not all that important for teaching: we do not always learn better in our strongest modality. So much depends on what it is to be learned,  but principally learning depends on creating meaning.

Good teaching is good teaching. We don’t need to adjust teaching styles to students’ learning styles if we are teaching for meaning.

Dyslexia Friendly School in Action

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What a fabulous time I had first thing on Monday morning when I went to Yester Primary School’s Dyslexia Awareness assembly. 

This was part of the whole school’s drive to fulfil the ‘Dyslexia Friendly Schools Pledge’ as well as of the Support for Learning teacher, Lesley Cusack’s participation in a leadership course. The staff have done a great deal of professional development this year, both in terms of formal sessions run by Lesley and myself and the everyday, almost incidental discussions about the learning needs of individuals that go on every week of the year.

Lesley had asked for volunteers from the p7’s and got offers of help from 10 children, only a couple of whom have dyslexia.

The children told the rest of the school what  difficulties and strengths learners with dyslexia may have in a most professional and entertaining way.

Then they talked about learning styles, stressing that we are all different and that diversity is to be celebrated.

Finally they walked (or rather sang) the talk. They sang a song with actions and before asking the gathered crowd to follow suit, asked them to show whether they had preferred to listen, see or do the actions.

It was interesting to see that there were a fair few who preferred to look or listen rather than act; although of course the majority identified themselves as kinaesthetic leaners.

It was a thoroughly enjoyable session which very neatly illustrated something of what it means to have dyslexia.

All credit to the children – and of course to Lesley for her indefatigable work.