Activity 4.3

In the past, I was a supporter of learning styles.  Matching instruction to an individual learning style appears to be a practice embedded in a common sense approach based on perceptions of what works.  However, based on the conclusions from the research of Pashler, McDaniel, Rohrer, and Bjork (2009) and numerous other studies, the learning styles concept has not proven to be valid.  Education is a field that should adhere to evidence based practice.  What is the intent of educational research if it is not to inform policy and practice in education?

“The contrast between the enormous popularity of the learning styles approach within education and the lack of credible evidence for its utility is, in our opinion, striking and disturbing” (Pashler et al., 2009, p. 117).  The concept of learning styles promotes that instruction should be tailored to an individual’s style of learning.  There is common agreement that people learn differently and have different abilities and styles.  It has not been proven that a student’s learning improves if teaching is connected to a learning style.  Do learning styles have a place in education?  How has commercialization of learning styles through assessments influenced the field of education? 

I teach first-year experience courses and almost every text book has a section on learning styles.  The learning styles approach is widely used in the field of education, and if incorporated into the curriculum should be balanced with a discussion about the limitations.  Students should be aware that research does not support the concept that learning is enhanced when the instruction is geared to the individual learning style.  It is useful for students to know about different approaches to learning and how different methods have value in advancing meaning.  James (1899/2001) would advocate that the skill and genius of the teacher is of utmost importance.  Utilizing a variety of creative instructional methods in the classroom is the most effective approach for a teacher to enhance and support learning.

“Thus, educational psychology students and aspiring teachers are being taught that students have particular learning styles and that these styles should be accommodated by instruction tailored to those learning styles” (Pashler et al., 2009, p. 105).  This statement is concerning because students are being trained in a way that is not supported by evidenced based theories.  Skinner (1984) would cite the teaching of learning styles as another example to include in his article “The Shame of American Education.”  One issue that Skinner (1984) addressed was that theories are learned in schools of education, and must be taught effectively, or this creates dire consequences for learning. 

References:

James, W. (2001). Talks to teachers on psychology and to students on some of life's

ideals. Mineola, NY: Dover. (Original work published 1899).

Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2009). Learning styles: Concepts and

evidence. Psychological Science in the Public Interest, 9, 105-119.

Skinner, B. F. (1984). The shame of American education. American Psychologist, 39(9), 947-954.