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If Learning Styles exist then the teachers should teach in the style that a student  prefers to learn. But, Willingham (Willingham, 2009) has shown that if the subject is visual then the teachers should teach in a visual style and not an aural style. For example, if the subject is geography and we are teaching the shapes of the countries in Africa then we should teach in a visual style, even if we know that the student is an aural learner. One should teach in the manner that the topic demands. Another way to put it is, the way one learns is topic dependent as Curwin thinks (Curwin, 1999).

"People don't really understand the nature of reading. They feel that reading is a skill, that it's transferable, so once you're a good reader, you can read anything that's put in front of you," says Daniel Willingham, a University of Virginia cognitive psychologist who focuses on K-12 education. "But that's only true for decoding—what you learn until grade three or four. After that, when you see good readers versus poor readers, what you're looking at is mostly differences in the knowledge that kids bring to the reading. It's easy to read something when you already know something about the topic. And if you don't know about the topic, it's utterly opaque to you."

That's why children should read newspapers and magazines, texts about nature and technology, and biographies—genres that increase real-world knowledge. This is especially important for poor children, who may not be exposed to as much "background" information at home: the random vocabulary, facts, and associations that make it easier to do well on tests like the NAEP and SAT, and to succeed in the workplace.

true change for the better most often happens in a disruptive manner

learning should be tailored to the needs of each individual student

learning styles that match the instructor’s teaching style can be a significant factor in developing “smart kids.”

It's no secret that curiosity makes learning more effective and enjoyable. Curious students not only ask questions, but also actively seek out the answers.

Really, Willingham says, people have different abilities, not styles. Some people read better than others; some people hear worse than others. But most of the tasks we encounter are only really suited to one type of learning. You can’t visualize a perfect French accent, for example.