The Effects of Teachers' Teaching Styles and Experience on.
This report reviews over 200 pieces of research to identify the elements of teaching with the strongest evidence of improving attainment. It finds some common practices can be harmful to learning and have no grounding in research. Specific practices which are supported by good evidence of their effectiveness are also examined and six key factors that contribute to great teaching are identified.
This paper has focused primarily on research evaluating the style-matching hypothesis; however, theories of learning styles have been criticized on several additional fronts. The cognitive scientist Daniel Willingham argues that theories of learning styles are based on a conceptual confusion and demonstrate a lack of understanding of how the brain works. Critiques of the validity and.
T he primary objective for the study and application of learn ing styles has been to improve the immediate and long-term results of general teaching-learning episodes (for example, Biggs 1988, Papalia 1978, Smith and Renzulli 1983). Spe cifically, the field claims to influence four aspects of teaching and learning in schools: ( I) curriculum design (Popkewitz et al. 1982, Wang 1980); (2.
It is important for teachers to adopt a range of different teaching styles when teaching different subjects. Teachers must find the most suitable style for the lesson content, but more importantly, a style which will suit all learners and allow them to benefit from the teaching. To be able to teach effectively, teachers must use approaches and theories such as Gardner’s Multiple Intelligence.
Should we be using learning styles? What resear ch has to say to practice Learning style instruments are widely used. But are they reliable and valid? Do they have an impact on pedagogy? This report examines 13 models of learning style and concludes that it matters fundamentally which model is chosen. Positive recommendations are made fo r students, teachers and tr ainers, managers.
Survey of Research on Learning Styles A number of studies conducted during the last decade have found that students’ achievement increases when teaching methods match their learning styles biological and developmental characteristics that affect how they learn. Research on learning styles has been conducted at more than 60 universities over the past dec ade. These investigations have yielded.
Ian Kinchin is Professor of Higher Education in the Department of Higher Education. Ian holds a BSc and MPhil in zoology from the University of London and a PhD in science education from the University of Surrey. His current research interests are focused on the development of the concept of 'pedagogic health' through the application of concept mapping, as part of an authentic pedagogy for.