Do People Really Learn Differently

This post is part of a learning sciences blog series debunking common myths in M–12 education. Read the introductory weblog post in the series here.

Have you always tried explaining a new concept to someone, and the person yous're speaking to suddenly replies, "Well, I'thousand a visual learner!" as an explanation of why they aren't understanding? That puts you into an awkward situation. Exercise you grab a paper and a pen or attempt to verbally explain it over again in a new, clearer way?

Every bit a learning scientist, I know that nosotros all benefit from having images along with text and that many of us can successfully follow along to news radio and storytelling podcasts. Although quite widespread, the concept that outcomes better if instruction matches a predominant learning style is a myth. I recently dug into learning styles research to notice out more than, and I want to share with y'all some culling approaches to tailoring to create more rigorous, aligned, motivating, and personal learning experiences.

A Look at Studies About the Learning Styles Myth

Studies have shown that at least 90% of teachers believe in the myth of learning styles: the idea that students have different learning styles—with the well-nigh popular being the visual/auditory/kinesthetic trio—and that students perform better when teachers tailor education to their predominant way; for example, by delivering instruction orally for auditory learners, visually for visual learners, or hands-on for kinesthetic learners.

Survey time! Do you believe that people have specific learning styles, such equally being visual, audio, or hands-on learners? 🤔 #EdChat— HMH Learning (@LeadAndLearn) Dec 18, 2019

Cognitive science professor at the University of Virginia Daniel Willingham has a number of helpful explanations well-nigh why the learning styles myth seems to stick with people. Willingham explains that we accept systems for auditory memory, a visual memory, and muscle retention in the brain, and one may be stronger or weaker than another. People tend to interpret this retentiveness strength as a "predominant learning mode," and that is where we get into trouble. These strengths don't concord up when nosotros put meaning to the sound or prototype or move that relies on other parts of the brain to concord, call back, and utilize to new situations.

Perhaps considering of the theory'south attractiveness, there have been a lot of studies focused on learning styles. While examining much of this available research, Harold Pashler and his colleagues found that very few of those studies used research methods that could prove causality—instead the studies explored relationships. Ironically, many of the experimental studies showed results that contradicted the myth! Looking at objective enquiry is of import because we can easily be swayed past confirmation bias, interpreting show from how we larn new things in a way that confirms our perceived style, and reinforcing the myth.

Why You Should Heed to the Learning Styles Inquiry

If I believe that I learn best using only ane manner of teaching, I may dismiss methods or strategies that conflict with that mode even though they may assist me larn. Similarly, teachers may not present students with information in ways that could accept been helpful due to assumptions about how they learn best. This fixed mindset (thinking "I tin can't learn this") can have a spiraling negative effect. Instead, responsive teaching would leverage multiple modalities (east.g., text, images, video, sound, hands-on activities) and support students' individual variability (all of the factors that make u.s.a. unlike) to support a growth mindset.

What to Think About When Designing Lessons for Students

Let'due south use HMH's Learning Science Pillars (RAMP: Rigorous, Aligned, Motivating, and Personal) to zoom in on how nosotros tin leverage responsive educational activity to deepen learning.

RIGOROUS: Learners demand rigorous didactics and practice opportunities that involve interactive experiences and leverage multiple modalities to use cognition across settings and contexts.

Didactics and assessing in multiple modalities volition provide a variety of exposure types for all students and back up deeper learning. You lot should also cull modalities that best friction match the content you are trying to evangelize. Although all lessons may not exist conducive to a "hands-on" experience, we want lessons to exist interactive and engaging by using questions and demonstrations. Plow-and-talks or think-pair-shares can refresh learners' attention and support their interaction with the information stream.

ALIGNED: Learners need materials in which all lesson objects (scripts, text, images, video, titles, etc.) are tightly aligned with the learning objectives.

Visuals can exist powerful, but if they are not aligned with your lesson objectives, they tin can exist distracting. Similarly, sense of humour or storytelling can impair learning if not well-aligned with the learning objectives. Have in mind how you will be assessing students' understanding. And then, look back at your lesson plans and check that your text, images, and activities all support students getting to your rigorous learning goals.

MOTIVATING: Learners demand to accept materials that build intrinsic motivation by supporting students' sense of relevance to their culture, interests, and needs.

Past offer learning opportunities that leverage multiple modalities and contexts, yous will exist more likely to overlap with students' interests and culture. Because how many students y'all take in your grade, offering four unlike ways of exploring a concept will increase the likelihood that at least one of those methods will stick with each of your students. Providing students options to cull from will besides support their intrinsic motivation.

PERSONAL: Learners need environments that strengthen the teacher's understanding of students' individual characteristics, which enables tailored pedagogy.

A strong data feedback loop betwixt the instructor and the student can support your planning for both whole-class and differentiated instruction. The improve you lot know your students, the stronger outcomes you lot'll see.

RAMP-Friendly Tool

Using grade and subject field every bit a filter,Digital Promise's Learner Variability Project includes a free online tool that translates the complex science into bite-sized explanations and related applicable strategies for multiple grades and subjects.

Sample Strategy

"For learners with low Working Retentivity, graphic organizers structure and concord onto the data for them. When learners record and review their notes in graphic organizers, they are able to recall this information more easily considering they have repeatedly worked with it. This helps develop their Inferencing skills, every bit learners tin more hands connect data across a reading and with their ain Groundwork Knowledge."

Remember, don't endeavour to do everything at once! In order to engage in a continuous improvement model, just choose one or two areas of focus at a time. Identify goals, decide how yous will mensurate progress, and offset trying, reflecting, and revising your practice.

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