Learning Preference vs. Learning Style 

Students may have a preferred way of learning, but do they really learn better one way over another?  

The answer is unclear. Depending on whom you ask learning styles relate to the way in which different individuals learn. As many researchers have focused on different aspects of learning styles, a wide range of interpretations and definitions have been produced (Boneva & Mohova. 2011). One popular approach to thinking about learning styles is VARK, which suggests that there are three kinds of learning styles: auditory learners, visual learners, and kinesthetic/tactile learners (Drake et al., 2014), as shown in the image below.

http://studentblogs.le.ac.uk/management/files/2012/10/Learning-Styles-1.jpg

In comparison, many professionals believe that according to research, although students may have a preferred way to learn within the classroom, they can, and do learn through all learning methods. Most of the research and results on learning styles focus on students’ preferred channel of perception (or learning). Although it is clear that learners may use different channels at different times, depending on the nature of the task to be performed, it is possible to allocate learners to one of the following groups based solely on their (generally) preferred channel of perception (Boneva & Mohova. 2011).

https://reachmilitaryfamilies.umn.edu/sites/default/files/learning_modules/files/1/learning%20styles.jpg

Do you remember being a student and taking a quiz such as this one, to determine which learning style you were and then giving your answers to your teacher. And your teacher said it was to get to know you better as a student and see which ways you learn best. Did this really help you in the class? Did the teacher use this information to change their teaching style? Probably not.

Although the belief in learning styles is so widespread and is considered to be common sense within the education system, there is no evidence that these learning styles make a difference to children’s learning. However, few people ever challenge this belief, which has been deeply ingrained in our educational system. Teachers are routinely told that in order to be effective educators, they must identify and cater to students' learning styles. It is estimated that around 90% of students believe that they have a specific learning style but research suggests that learning styles don't actually exist. And that students are only reflecting their preferred learning styles when they take quizzes that determine their “best learning style”.

https://www.youtube.com/watch?v=bYyVWBJn59g

If you want more information on learning styles check out this Ted Talk by Dr. Tesia Marshik, an Assistant Professor of Psychology at the University of Wisconsin-La Crosse. Whose presentation focuses on debunking the myth of learning styles through research and examining the problematic nature of this belief and why, despite the lack of research, educators consider learning styles "common sense". Many people may not agree with this analysis of learning styles, however it is always important to consider opposing views when examining educational theories and concepts. But let me know what you think in the comments below!

References

Boneva, D., & Mihova, E.(2011). Learning Styles and Learning Preferences: Module 8. Bulgaria: Dyslexia Association.

Drake, S.M., Reid, J.L., Kolohon, W. (2014).  Interweaving curriculum and classroom assessment: Engaging the 21st-century learner.  Don Mills, ON: Oxford University Press.

Curriculum: A Constructivist Approach

Project Based Learning

Thinking back on my experience as a student, as well as our assessment assignments, it is evident that students value a constructivist approach to learning in the classroom. Personally, I loved doing independent studies and final projects in my high school classes. Those assignments were the ones I enjoyed the most, I had the chance to be creative and pick a research topic that I enjoyed or connected with. I found that I learned the most through those projects; I was able to discover knowledge at my own pace and it wasn’t simply memorizing and regurgitating information on a test.  I was interested and passionate about what I was learning so the information and knowledge I gained stayed with me. This kind of project-led, self guided, and hands-on approach to learning is a constructivist approach to teaching.

https://info.examtime.com/files/2015/03/project-based-learning-diagram.jpg

Project based learning is a comprehensive approach to education where students learn while doing (Drake et al., 2014). Students use a “driving question” that sparks their interest to create the jumping point for a year long project that incorporates 21^st century skills such as research, critical thinking, problem solving, collaboration, organization and communication (Drake et al., 2014).   Project based learning can be an individual or group activity that results in a product, presentation, or performance/demonstration. This kind of learning constructs meaning and stimulates engagement in students. These projects help students demonstrate their intellectual capacities, their creativity, their energy and willpower, as well as, certain social and moral qualities (such as cooperation, team spirit, and honesty, etc.), which they will need in their future education and/or careers.

https://www.youtube.com/watch?v=LMCZvGesRz8

Project based learning was just being introduced in my high school during my post-secondary education. In my experience teachers combined project-based learning with traditional learning (oral, written and practical tests) to give all students opportunities and prepare them for their futures in post-secondary education or in the workforce.  I found this way of learning to be quite effective as a student and I think it would be the best way to assess my students as a teacher. I will have the choice of how I present the mandatory curriculum to my students. Therefore, creating a balance between the two learning theories would offer students possibilities to prove what they know (ie. a set of knowledge), as well as what they can do (ie. a set of talents, skills, and abilities).

https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgP9zIIgBe8_vzavepQwqLUZuPlYIqgDvJkVamoEeJEacLH2jz4eGCzle4Wq1cwE9-AMvEmkR2eKnhkCJ-XwW_X1xi7zAZlFgxYeXqMCGqsHq7PxUMYdzwF7bQKHx80hyphenhyphenH_egpj3ZerQooj/s1600/pbl+2.gif

As a student working toward becoming a teacher I know how important it is to get my students engaged in what they are learning. When students are given an opportunity to choose how or what they are learning, or when they have the chance to be creative and experience hands on learning they are much more likely to be engaged in the classroom and experience deep learning. By not only following the traditional model of teaching, and by using a constructivist approach to curriculum in my classroom, I hope to become a teacher that can share my passion for languages and cultures with my students through project-based learning. Hopefully my passion for my teachable subjects and my approach to teaching will help my future students grow as learners and get them engaged and interested in what they are learning.

References

Buck Institute for Education. (December 9, 2010). Project Based Learning: Explained. Video retrieved from https://www.youtube.com/watch?v=LMCZvGesRz8

Catapano, S., & Gray, J. (2015). Saturday School: Implementing Project-Based Learning in an Urban School. Penn GSE Perspectives On Urban Education, 12(1),

Drake, S.M., Reid, J.L., Kolohon, W. (2014).  Interweaving curriculum and classroom assessment: Engaging the 21st-century learner.  Don Mills, ON: Oxford University Press.

Patton, A. (February 2012). Work that Matters: The teacher’s guide to project-based learning.  Retrieved from: http://www.innovationunit.org/sites/default/files/Teacher's%20Guide%20to%20Project-based%20Learning.pdf