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- It’s important to be clear that learning styles is not a theory of instruction. It is a theory of how the mind works. So when I say “there’s no evidence for learning styles” I am making a claim about the mind, not about instruction.
www.danielwillingham.com/learning-styles-faq.html
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Willingham criticised the mainstream idea that children learn better when they are taught with the learning style that resonates the most with them. Instead, he proposed his own theory of what can aid children in their learning and strongly advocated for scientific exploration of learning.
Apr 28, 2016 · More specifically still, many psychologists have moved from cognitive style—how people think—to the idea of learning style—how people learn (Adey, Fairbrother, Wiliam, Johnson, & Jones, 1999). The basic idea is, of course, very attractive.
What's it all about: A strong advocate of using scientific knowledge in classroom teaching and education policy, Willingham's work has sharply criticised the learning styles theory, arguing that it is not supported by academic evidence.
Oct 5, 2010 · Vermunt (Citation 1992) describers the concept of learning style in terms of: processing strategies, including an awareness of the aims and objectives of the learning exercise used to determine what is learnt; regulation strategies, which serve to monitor learning; mental models of learning, encompassing the learner's perceptions of the ...
- Simon Cassidy
- 2004
To answer these questions, we first explain what is meant by learning styles, what the scientific findings say about them, and why learning styles already do not make sense from a theoretical perspective.
I'm claiming that there are three types or categories of kids, I'm claiming that these categories are meaningful for the classroom, and I'm claiming that I can successfully categorize kids based on this short survey. The styles theories are that sort of idea: they really seek to categorize kids.
Theories of learning styles suggest that individuals think and learn best in different ways. These are not differences of ability but rather preferences for processing certain types of information or for processing information in certain types of way.
