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LEARNING STYLES

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?.

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LEARNING STYLES

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  1. 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? This research group aims to explore individual differences in pupils’ learning styles and preferences and the implications for teaching Keywords and Phrases Inclusion Motivation Multiple Intelligences Teaching styles and strategies Style and gender Learning strategies Learning 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

  2. Implicationsforpractice • 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. Pertinentquestions • 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

  3. Quotations • 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) 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. The Herts MEd in Teaching and Learning - University of Cambridge

  4. Researchers Contact group convenor, Julie Roberts for further information Attached LEA adviser, Jim Harrison The Herts MEd in Teaching and Learning - University of Cambridge

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