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"Professor Daniel Willingham describes research showing that learning styles are a myth." Interested in your thoughts on this...

I agree that you don't have to adjust your learning style for each student; because if I just speak for myself, I learn from all three. I read, listen and set out to do a task. If I have a question I go to the source or instructor for clarification. If that is not available, I look for other sources of information that might help.

I've seen this video before -- this summer when we were discussing learning theories. What makes it more interesting this go round is what I read in the Wiggins textbook about understanding...can they apply what they understand. Willingham clearly states we need to foucs on meaning rather than the audio/viisual learning style. Also, he makes the point about the use of a good analogy to help the student 'understand'...ties in with the metaphor activity.

"The authors' goal in this paper is to initiate a dialogue among educators who continue to make assertions about the usefulness of identifying students' learning styles with little or no research support. They discuss the status of learning style instruction and the unsubstantiated claims made by authors of learning style instruments and by instructors. They explore a number of key questions: (1) Are learning style instruments valid and reliable?; (2) Do students benefit when the type of instruction matches their preferred learning style?; and (3) More specifically, is there evidence that understanding one's learning style improves concentration, memory, self-confidence, and reduces anxiety, and leads to better grades? They conclude that learning style instruments have not been shown to be valid and reliable, there is no benefit to matching instruction to preferred learning style, and there is no evidence that understanding one's learning style improves learning and its related outcomes. They urge instructors to reconsider their instructional practices, especially the advice they give students about learning styles, and base their practices on sound research."

This was a well written article with a definite point--the answering of the authors' questions about the efficacy of using learning styles as an indicator of increased learning and performance. I agree with their assertion that research does not support continued concentration on LS as teachers design their instructional tasks. What I do know from my own experience, though, is that the teacher needs to invest a major portion of his/her time in learning how their particular students learn best, employing strategies that get at the meat of the subject for each student. I have a very simplistic motto that I use in my life and in my work: "It works best when it works". On the surface, these words mean absolutely nothing, but with a deeper probe, they are pretty profound. A highly capable high school student and graduate of Cal Tech that I worked with many years ago, coined this phrase. It was perfect then and still applies today.