pobod

I seldom agree with Sachin, but I do on this one. Ever Howard Gardner agrees

Best comment - “Gardner’s MI theory, yes, learning styles, no: that’s the opinion of Gardner himself: http://wapo.st/GQFeNE Not t.hat Gardner is the gatekeeper of all knowledge on the topic just because he first described it. But I think he’s on the right track. Gardner still argues for individualization and pluralisation of learning, and undoubtedly that IS working. But Mr. Maharaj is correct—it is disingenuous to suppose that teaching to a learning style (as Ms. Wynne upholds and Gardner rejects) is a good thing. A key purpose of education is to ameliorate and empower people in areas in which they are not naturally able. To focus upon areas in which people are naturally gifted, assess their abilities in those areas, and then claim success, is just plain goofy. I don’t think, based on their work, that Gardner or Robinson would disagree. The fact that this notion has been sold at DSB PD sessions for years is proof that those sessions have been more about careerism for curriculum coordinators than best practices for kids.”

To repeat - the key sentence - ” To focus upon areas in which people are naturally gifted, assess their abilities in those areas, and then claim success, is just plain goofy.”  One ought to see it in action when it comes to the students with learning disabilities, it is not a pretty picture at all. In the Washington Post article - “Intelligence: We all have the multiple intelligences. But we single out, as a strong intelligence, an area where the person has considerable computational power. Your ability to win regularly at a game involving spatial thinking signals strong spatial intelligence. Your ability to speak a foreign language well after just a few months of ‘going native’ signals strong linguistic intelligence.”

Dyslexics have very strong spatial intelligence. But you would not know that when it comes to the school that have immerse themselves in ’ learning styles theories. “The term “learning styles” is commonly used throughout various educational fields and therefore, has many connotations. In general, it refers to the uniqueness of how each learner receives and processes new information through their senses. The National Association of Secondary School Principals defines learning style as, “the composite of characteristic cognitive, affective, and physiological factors that serve as relatively stable indicators of how a learner perceives, interacts with, and responds to the learning environment.” Other phrases are used interchangeably with learning styles. Some include perceptual styles, learning modalities, and learning preferences.

Each person is born with certain preferences toward particular styles, but culture, experience, and development influence these preferences. The four most common learning styles are visual, aural, reading/writing, and kinesthetic/tactile. Most people learn through all modalities, but have certain strengths and weaknesses in a specific modality. Some people have an equal propensity for more than one style, which is titled as the multimodal style. This preference can be determined through various testing instruments. Once a person’s learning style is ascertained, accommodations can be made to increase academic achievement and creativity, as well as improve attitudes toward learning. “
http://epltt.coe.uga.edu/index.php?title=Multiple_Intelligences_and_Learning_Styles

Just plain goofy to used the strengths, than claim success by the educators. LD students and other students with learning issues, usually gets the raw deal in the inclusive classroom, because they end up with the dumb-down work because their weaknesses are masking their cognitive strengths such as spatial intelligence.  We all have multiple intelligences, but unfortunately the questionable learning styles theory is doing more harm to students’ education, as is whole language is in lowering the reading levels of students.