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Wednesday, August 01, 2007


John Lloyd

Liz, I'm glad you picked up on this story, too. It deserves dissemination. Hooray for Baroness Greenfield's comments. Also, in addition to the entries on LD Blog at which you pointed, there are several on Teach Effectively!


I'll be interested to see how it pans out.

Joel Sax

As a reading tutor, I've found it helpful to present a lesson in a variety of ways. However, I don't follow any orthodoxy when it comes to learning styles.

I think this sort of thing arises because teachers find themselves faced with students who they cannot reach and yet don't want to give up on.


Could someone help me to understand what the objection is to learning styles? The Baroness seems to be saying that there is no neurological basis for them, which I concede.

But meta-cognition is worthwhile, I think. Getting students to think about their thinking is a good thing, in my view.

As I see it, the problem comes in when we fail to make it clear to the students that these are just tools. I usually give students 2 or 3 inventories, stressing that they should remember that their styles will change over time, that they can always learn new skills, and that they may fit into more than one category. I usually also have the students write a paragraph or two explaining their interpretation of the results. This is all, in my view, just a way of getting them to think about their own learning and to open up discussion on strategies to improve their own skills.

I see how it could be a problem, too, if the results of these inventories are codified into law or regulations. They aren't accurate enough to rise to that level, but they can be useful.

Am I missing something on this?

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