LTMS 525

"The point is not to match teaching style to learning styles but rather to achieve balance, making sure that each style preference is addressed to a reasonable extent during instruction."

Students may have a learning preference, but that is not the only way they can learn, nor should it be the only way they are taught.

Students may have a learning preference, but that is not the only way they can learn, nor should it be the only way they are taught.

Interactive learning triples students’ gains in knowledge as measured by the kinds of conceptual tests that had once deflated Mazur’s spirits, and by many other assessments as well. It has other salutary effects, like erasing the gender gap between male and female undergraduates.

For his part, Mazur has collected reams of data on his students’ results. (He says most scholars, even scientists, rely on anecdotal evidence instead.) End-of-semester course evaluations he dismisses as nothing more than “popularity contests” that ought to be abolished. “There is zero correlation between course evaluations and the amount learned,” he says. “Award-winning teachers with the highest evaluations can produce the same results as teachers who are getting fired.”

Active learners take new information and apply it, rather than merely taking note of it.

Wisconsin General Testing Apparatus (WGTA) to study learning, cognition, and memory. It was through these studies that Harlow discovered that the monkeys he worked with were developing strategies for his tests. What would later become known as learning sets, Harlow described as “learning to learn”.