Matching Teaching Style to Learning Style May Not Help Students

Glenn, D. (2009, December 15). Matching Teaching Style to Learning Style May Not Help Students. The Chronicle of Higher Education. Retrieved October 4, 2015 from http://www.physics.emory.edu/faculty/weeks//journal/chron-pash.pdf

This article was very interesting and seems to support the continued research on learning styles. The main point of the article is to reinforce the ideas that learning styles are not unique to just one child. It also discusses the research done about learning styles, and how most observations or experiments haven’t been done properly. In the end of these experiments there isn’t any conclusive critical information at the end of the experiments. It is pointed out by four psychologists that educators have definitely been told that material should not have to match children’s learning needs. The evidence that is used to back this up is a few experiments and the different viewpoints from different scientists. One experiment I found interesting was one the author discusses using molecular structures. There are two groups tested, the kinesthetic students are using a hands on method using sticks and balls, and the verbal learners would read some information on the topic. Although it is determined that the kinesthetic learners enjoyed their lesson and verbal learners enjoyed theirs. The outcomes after being tested a week later were interesting. The student’s averages who worked kinesthetically no matter their preference were higher than the students who learned the information verbally. This shows us that one particular technique might work for a specific lesson. It didn’t prove that a student learns best in one preferred way. This brings up the idea that learning styles are important and that they shouldn’t just be neglected. There are different ways however a professional can teach a lesson that conveys the information and meaning with a focus of the learning styles theory.

Throughout this article the author directs us in the direction of the ideas of all different scientists. Many of the scientist listed all come with some sort of credential following. They seem to all be involved with the field of psychology or development. The author does seem to take the information given by these specific scientists and infer from there. The author also seems to be getting some of his information from The Public Interest in the area of Psychological Science. While researching more into this journal it seems most likely trustworthy. One thing that stood out to me was that it is published three times a year. It seems as though the information is current and updated frequently as it deals with issues the public faces. For this article the author uses the evidence found very appropriately. The placement of contradictory sides is important to build and develop all the ideas based around this topic. Also, the amount of references he makes to scientists and research is of high quality as well. Overall, the authors point seems very convincing. One point that helps this is that he doesn’t ignore the learning style theory. He introduces all these ideas and offers a way it could be used best. He is sort of explaining through the scientists that learning styles do exist and can be helpful in certain areas, more as a whole than to individuals.

While thinking about Willingham’s steps this article seems to be most likely reliable. It is often heard that teachers want to help students and best reach them in various ways. Learning styles seems like a way for a professional to do that. In this article I don’t feel like a lot of emotion is brought up to persuade an individual. The results sort of leaves the reader inclusive a little. Throughout the article I traced one of the sources listed and made sure to reread certain credentials on the scientists. To cotinine my process I could research more about each scientist more particularly. Through reading the article and comparing it with my personal experience with the course this far and the information gathered all the ideas seemed to correlate. The author’s use of sources and evidence seem to predict that this article is most likely reliable. It is not only reliable but informative to future educators.