As a learning professional, I shouldn’t be concerned about the various learning styles as “good teaching is good teaching and teachers don’t need to adjust their teaching to individual student’s learning styles.” – Dr. Willingham
I agree with Dr. Willingham’s position about whether learning is about “styles” versus “meaning.” I also agree with his statement that “good teaching is good teaching,” as I have experienced both good and bad learning environments. Dr. Willingham’s video helps us understand that while students may have preferences of one learning style over another, that preference does not necessarily result in the student learning more through one modality as opposed to another. A 2008 study regarding learning styles found “no evidence to justify incorporating learning styles assessments into general educational practice” but rather that learning styles are more supported by creators and publishers of learning style assessment tools and publications (Pashler, McDaniel, Rohrer, & Bjork, 2008).
The content of any learning experience should always remain constant, and to Dr. Willingham’s point should not be subject to the vagaries of different learning styles. One plus one equals two, and whether spoken aloud by a teacher or written on a blackboard, the outcome does not change. It is incumbent on the student to learn the equation. Using myself as an example, I loathe reading textbooks and would much prefer watching a video on YouTube as the learning modality. Yet, much of the content I’ve learned during my college career came right out of the many textbooks I have had to (regrettably) read.
That said, this position should not be confused with the teacher’s obligation to engage the students. Making the learning meaningful is where the modality used to deliver the content could be a helpful and critical tool for the teacher. For example, a professor that is attempting to teach the class about the five Great Lakes in the United States might start by providing colorful illustrations of each lake. He then might provide information either verbally or visually, in “chunks” to allow the students to absorb small pieces at a time. Finally, the professor might write the HOMES acronym on the whiteboard and attach the names of the lakes to each letter. By using multiple modes of delivering the same content, a professor has a better shot at ensuring his students are learning the material. A by-product of providing information in various ways is that he is providing content to students that may have a preferred learning style.
Of course, it would be unrealistic to ask teachers to modify their lessons to accommodate every student; however, I believe that a “balance” of how to deliver the information would be ideal. Education is a two-party process that includes the teacher and the student. While the teacher’s role is the focus of this response, the student also has a responsibility to keep an open mind to the different methods teachers use to deliver content. Unless otherwise disabled, we all can learn auditorily, visually, and or kinetically.
In summary, while Dr. Willingham is correct that “good teaching is good teaching,” teachers must be sensitive to delivering the content through different mediums and methods that will keep the student engaged.
Ana's School Blog 