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Some days I'm a visual learner, some days I'm kinaesthetic, other days I like to listen and soak it all up.... The styles exist - that's true; they're not mutually exclusive as one of the previous commentators said; they lead to 3-dimensional learning though - the important point is, I believe, that we need to balance the approaches we take when teaching a class. Mix it up, challenge, don't do the same old, same old. The impact of VAK approaches - the anecdotes you refer to, Steve - probably owes its success to giving learners a variety and the recognition that there is more than one way to skin a cat i.e. we don't need to teach things the way they always were taught.

how i did blog post

From Ian Jukes website: video interview on CNN Dr. Gary Small discusses his book iBrain and how technology changes the brain.

The Reflective Principal: A Taxonomy of Reflection (Part IV) Reflection can be a challenging endeavor. It's not something that's fostered in school - typically someone else tells you how you're doing! Principals (and instructional leaders) are often so caught up in the meeting the demands of the day, that they rarely have the luxury to muse on how things went. Self-assessment is clouded by the need to meet competing demands from multiple stakeholders. In an effort to help schools become more reflective learning environments, I've developed this "Taxonomy of Reflection" - modeled on Bloom's approach. It's posted in four installments: 1. A Taxonomy of Reflection 2. The Reflective Student 3. The Reflective Teacher 4. The Reflective Principal It's very much a work in progress, and I invite your comments and suggestions. I'm especially interested in whether you think the parallel construction to Bloom holds up through each of the three examples - student, teacher, and principal. I think we have something to learn from each perspective. 4. The Reflective Principal Each level of reflection is structured to parallel Bloom's taxonomy. (See installment 1 for more on the model) Assume that a principal (or instructional leader) looked back on an initiative (or program, decision, project, etc) they have just implemented. What sample questions might they ask themselves as they move from lower to higher order reflection? (Note: I'm not suggesting that all questions are asked after every initiative - feel free to pick a few that work for you.) Bloom's Remembering : What did I do? Principal Reflection: What role did I play in implementing this program? What role did others play? What steps did I take? Is the program now operational and being implemented? Was it completed on time? Are assessment measures in place? Bloom's Understanding: What was

Great collection of resources about Understanding by Design (UbD) as an educational pedagogy.

Professor Daniel Willingham describes research showing that learning styles are a myth

That was a really interesting video. Good information to have.

Learning styles are a way to help improve your quality of learning. By understanding your own personal styles, you can adapt the learning process and techniques you use. This site is dedicated to helping you better understand learning styles, as well as providing an easy way to discover your own styles.

"Howard Gardner's work around multiple intelligences has had a profound impact on thinking and practice in education - especially in the United States. Here we explore the theory of multiple intelligences; why it has found a ready audience amongst educationalists; and some of the issues around its conceptualization and realization. "