Don’t dismiss learning styles

Sue Gerrard with a letter from our September edition.

I’ve followed with interest the discussion about learning styles in the The Psychologist (Letters, May–July 2017). The signatories of the original Guardian letter that sparked the discussion claim that the term learning style ‘usually’ refers to the popular visual/auditory/kinaesthetic preferences model, and that the evidence supporting its ‘meshing’ hypothesis is weak. They conclude there’s no justification for teachers to use learning styles, and that they are a ‘neuromyth’.


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