Education

Event Title

Learning Style Preferences: Individualizing Curriculum in Today’s Standardized Classrooms

Document Type

Oral Presentation

Location

Indianapolis, IN

Subject Area

Education

Start Date

11-4-2014 10:45 AM

End Date

11-4-2014 11:45 AM

Description

Learning style preferences are a controversial topic in education and psychology. According to some studies (Riener & Willingham, 2010; Pashler, McDaniel, Rohrer, & Bjork, 2009), researchers have found that learning style preferences do not exist. Although people have different preferences they do not impact learning. Due to ability, background knowledge, and interest, teachers often have suggested that differences do exist. Yet, when tendencies are put to the test under controlled conditions, no differences with learning are shown, whether students learn in the preferred "style" or not. Other studies show that matching the teacher's teaching style to the students' learning styles, students will perform better in the classroom (Carson, 2009). Some even say that "if instruction is to be effective, it must be matched with individual needs" (Landrum & McDuffie, 2010).

This study will explore the idea of learning style preferences and how teachers are using them in their classrooms. There are over seventy different learning style preferences, four of which are most prevalent and the focus of this study: bodily-kinesthetic, visual, auditory, and tactile (Institute for Leaning Styles Research, 2013; Eastman, 2010; & Dunn et al., 2008). Teachers were surveyed and interviewed to find answers as to if teachers value learning style preferences in their classrooms and if so, which ones.

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Apr 11th, 10:45 AM Apr 11th, 11:45 AM

Learning Style Preferences: Individualizing Curriculum in Today’s Standardized Classrooms

Indianapolis, IN

Learning style preferences are a controversial topic in education and psychology. According to some studies (Riener & Willingham, 2010; Pashler, McDaniel, Rohrer, & Bjork, 2009), researchers have found that learning style preferences do not exist. Although people have different preferences they do not impact learning. Due to ability, background knowledge, and interest, teachers often have suggested that differences do exist. Yet, when tendencies are put to the test under controlled conditions, no differences with learning are shown, whether students learn in the preferred "style" or not. Other studies show that matching the teacher's teaching style to the students' learning styles, students will perform better in the classroom (Carson, 2009). Some even say that "if instruction is to be effective, it must be matched with individual needs" (Landrum & McDuffie, 2010).

This study will explore the idea of learning style preferences and how teachers are using them in their classrooms. There are over seventy different learning style preferences, four of which are most prevalent and the focus of this study: bodily-kinesthetic, visual, auditory, and tactile (Institute for Leaning Styles Research, 2013; Eastman, 2010; & Dunn et al., 2008). Teachers were surveyed and interviewed to find answers as to if teachers value learning style preferences in their classrooms and if so, which ones.