dcsimg Changing the way we approach learning styles in teacher education | IATEFL Online

Changing the way we approach learning styles in teacher education

Session description

Carol Lethaby
Patricia Harries

Session details:

We will discuss and evaluate how we openly teach trainee teachers the notion of 'neuromyth', and that there is no evidence to support the assessment and accommodation of learning styles as a way to enhance language learning. We'll show how we facilitate this discussion and focus instead on evidence-based teaching and training techniques. 

<iframe id="viddler-2f37326b" src="//www.viddler.com/embed/2f37326b/?f=1&player=arpeggio&secret=24777323&make_responsive=0" width="437" height="317" frameborder="0" scrolling="no" allowfullscreen></iframe>



Since workings of the brain are still too far from being studied and understood in their full complexity, I wouldn't dare propagate so boldly, especially using multiple sensory input in the form of audio, visual, and kinesthetic presentation, that there is NO evidence for learning styles. In fact, there's a vast chasm between NO evidence and NOT ENOUGH evidence, if you will. Or, maybe, I'm just another victim of the meshing theory. :-)

This study was led to look on the learning styles of the teacher education students which filled in as a reason for enhancing the educating and learning process. In particular, it depicted the understudies' socio-statistic profile and their learning styles. The ramifications of learning styles to the guideline procedure were given best coursework writing service london and additionally some proposed systems to enhance the direction procedure which is consistent to the learning styles of the students.