learning styles
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LEARNING STYLES. Based on Research and Evidence from the MEd. How might an awareness of learning styles contribute to greater pupil engagement, improve learning and promote more effective teaching?. - PowerPoint PPT PresentationTRANSCRIPT
The Herts MEd in Teaching and Learning - University of Cambridge
LEARNING STYLESLEARNING STYLESBased on Research and Evidence from the MEd
How might an awareness of learning styles contribute to greater pupil engagement,
improve learning andpromote more effective teaching?
This research group aims to explore individual differences in pupils’ learning styles and preferences
and the implications for teaching
Keywords and PhrasesInclusion Motivation
Multiple IntelligencesTeaching styles and strategies
Style and gender Learning strategiesLearning styles VAK
Summary of Findings Students learn in different ways. There is a possible relationship between effective teaching and learning and
the use of learning preferences. The use of learning preferences in the classroom promotes enjoyment. Teaching strategies can be developed to support different learning styles. Teaching strategies can be developed to help students develop aspects of
learning skills they are least confident about. Research found that matching teaching to learning styles brought about
significant gains in attainment at KS4. Teachers should focus their energy on developing teaching strategies which
match those learning preferences which correlate with low attainment, that is: for the kinaesthetic, intra personal, interpersonal and visual learners.
The Herts MEd in Teaching and Learning - University of Cambridge
Implications for practice
Teachers will need training to understand the theory about learning preferences.
Teachers will need development time and support to incorporate these ideas into their teaching.
Pupils will need to be informed and constantly reminded of the different ways in which they learn.
Schools may wish to use a questionnaire with pupils to analyse their learning preferences.
To maximise impact, the school may wish to incorporate this strategy across the whole school and embed it into the teaching and learning culture within school.
Monitoring of the effective incorporation of teaching strategies related to learning preferences through lesson observations and performance management is important for further development.
Pertinent questions
Are staff engaged in discussion about teaching and learning styles? Do teachers have a range of appropriate teaching strategies to
respond to learning style needs? Do teachers know why their best teaching strategies are effective? Is the school involved in supporting teachers to develop their current
teaching repertoire to include a broader range of methods, materials, and techniques in order to reach an even wider and more diverse range of learners?
Do pupils know that they learn in different ways? Are staff prepared to engage in dialogue with pupils as to how they
learn best?
The Herts MEd in Teaching and Learning - University of Cambridge
Quotations
Suggested reading Beresford, J. (1999) Matching teaching to learning. The
Curriculum Journal, 10, pp. 321-344.
Fielding, M. (1994) Valuing differences in teachers and learners: building on Kolb’s learning styles to develop a language of teaching and learning. The Curriculum Journal, 5, pp. 393–417.
Gardner, H. (1983) Frames of mind: The theory of multiple intelligences. New York: Basic Books.
Hughes, M. (1999) Closing the Learning Gap, Stafford: Network Educational Press.
Rudduck, J., Day, J. and Wallace, G. (1996) The significance for school improvement of pupil’s experiences of within school transitions Curriculum 17 (3).
Smith, A. (1998) Accelerated Learning in Practice, Stafford: Network Educational Press.
We pass through this world but once. Few tragedies can be more extensive than the stunting of life, few injustices deeper than the denial of an opportunity to strive or even to hope, by a limit imposed from without, but falsely identified as lying within.
(Gould, 1981)
Taking an agenda for action from what pupils have to say about learning, teaching and schooling provides us with an alternative route to school improvement … a route which offers different perspectives on features of schooling that help pupils to learn and features that get in the way of their learning.
(Rudduck et al, 1996:145)
The Herts MEd in Teaching and Learning - University of Cambridge
Researchers
Contact group convenor, Julie Roberts for further information
Attached LEA adviser, Jim Harrison
YEAR 3 Proposal Contact
Julie Roberts Learning preferences: teaching strategies. Turnford School01992 308333
Ashif Velji To what extent is there a match betweenteaching and preferred learning styles. A casestudy in one school of how teaching supportsthe ways in which students like to learn.
The Royal Borough ofKensington & ChelseaTel: 020 7854 5921
YEAR 2
Elaine Corcoran Does raising staff and children’s awareness oflearning styles have an impact in theclassroom? Towards the development of amethodology.
Bushey Heath Primary School0208 950 3042
YEAR 1
Jennifer Malone The concept of intelligences: implications forthe identification of gifted and talented children.
Highwood JMI School01923 226648
Jon Dunning What are the implications of research onlearning and learning styles for effectiveteaching – a review of some relevant literature.
Fearnhill School01462 621200
Kathryn Little Why is the consideration of teaching andlearning styles so important in literacy?
WheathampsteadDevelopment Centre01582 830320
Shirley Dunstone What does interactive teaching really mean?What are the implications for pupilparticipation?
Bonneygrove Primary School01992 307980