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Learning Styles is a broad term and much confusion is generated by the term.

Reasons why acknowledging different learning styles in a school context is not of importance or relevance. Learning Styles is a broad term and much confusion is generated by the term. No scientific evidence supports the idea of learning styles.

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Learning Styles is a broad term and much confusion is generated by the term.

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  1. Reasons why acknowledging different learning styles in a school context is not of importance or relevance

  2. Learning Styles is a broad term and much confusion is generated by the term. • No scientific evidence supports the idea of learning styles

  3. Researchers are not in consensus concerning the topic. • Gottfredson (2004) expounds upon single overriding intelligence referred to as the “g” factor. (general intelligence) • (Smith and Dalton 2005)

  4. Gardener’s theory of multiple intelligences (1993, 1999) refers to eight intelligences with possibly a ninth to be added. • (Armstrong. T. 2009)

  5. Kolb (1976), in the publication “Learning Styles Inventory: Technical Manual” promotes that for students there are two dimensions of learning. • (Smith and Dalton2005)

  6. Clanfield (1980) developed learning styles into sixteen learning descriptions. • (Smith and Dalton 2005)

  7. Learning is not a fixed process within a student. The way a student learns changes and evolves the same as any other part of our lives. • Students may use one style in one situation and use a different learning style in another situation as identified by Kolb (1976).

  8. To focus upon different learning styles of students is not productive or practical. • Students’ learning styles are complex and often difficult to isolate. Instructors'knowledge of students learning styles is sometimes effective and sometimes not effective. Smith and Dalton (2005) p14,15.

  9. Teachers may find it impossible to teach to every different learning style. • If teachers consider a student to be of one learning style and focus upon that they limit the student from learning by other means. • (Schmeck. R. R. 1988)

  10. Alternative is to focus upon the content. • Find the best mode of delivery for the content being taught. • Not the students best mode of learning.

  11. Example of learning about shapes. • Example of learning about the differing accents of a foreign language. • Example of learning about the fragrance of flowers.

  12. The delivery of the content should focus upon the transfer of the meaning and concepts. • The delivery of the content should not focus upon the different methods memory recall shown by individual students.

  13. Conclusion: • Learning styles lack scientific support • Educators should focus upon various modes of “meaning” transfer for the content being presented.

  14. References Armstrong, T. (2009) Multiple intelligences in the classroom. (3rd ed.)Alexandria, VA :ASCD. Schmeck, R. R. (1988) Learning strategies and learning styles. New York. Plennum Press. Smith,P & Dalton, J. (2005) Getting to grips with learning styles. Retrieved from http://www.ncver.edu.au/publications/1600.html Willingham, D. Do visual, auditory, and kinaestheticlearners need visual, auditory, and kinesthetic instruction? Retrieved from http://www.aft.org/newspubs/periodicals/ae/summer2005/willingham.cfm

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