Challenging the intuitive appeal of learning styles

Spedding, Patricia, Gregson, Margaret and Nixon, Lawrence Challenging the intuitive appeal of learning styles. In: Readings for reflective teaching in further, adult and vocational education. Reflective Teaching . Bloomsbury, London, pp. 30-33. ISBN 978-1-4725-8650-6

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Abstract

This extract argues that teachers in the FAVE sector should resist the temptation to use
learning styles models to differentiate learning. First, concerns are raised about the lack
of robust evidence to support claims to effective practice (LSRC report 2004). Second,
the ways in which learning styles instruments describe differences between students are
questioned because they offer decontextualized descriptions of human types that are
unable to acknowledge the actual situated lives and needs of students.
This piece was presented at the Philosophy of Education Society UK Conference,
2006, New College, Oxford. It was subsequently published: Nixon, L., Gregson, M.
and Spedding, P. (2007) ‘Pedagogy and the intuitive appeal of learning styles in postcompulsory
education in England’. Journal of Vocational Education and Training 59 (1),
39–50.

Item Type: Book Section
Subjects: Education > Further Education
Divisions: Faculty of Education and Society
Depositing User: Patricia Spedding
Date Deposited: 09 May 2018 15:49
Last Modified: 09 May 2018 15:49
URI: http://sure.sunderland.ac.uk/id/eprint/9257

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