This link has been bookmarked by 28 people . It was first bookmarked on 30 Mar 2008, by Christine Martell.
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27 Dec 09
Carlos Lizarraga CelayaDo Visual, Auditory, and Kinesthetic Learners Need Visual, Auditory, and Kinesthetic Instruction?
How does the mind work—and especially how does it learn? Teachers’ instructional decisions are based on a mix of theories learned in teacher education, trialearning education teaching research brain cognitive science environment learning_styles learningstyles cognition delicious
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12 Nov 09
Lori MillerDo Visual, Auditory, and Kinesthetic Learners Need Visual, Auditory, and Kinesthetic Instruction?
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20 Jul 09
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15 Jul 09
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The idea that people may differ in their ability to learn new material depending on its modality—that is, whether the child hears it, sees it, or touches it—has been tested for over 100 years
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What does matter is whether the child is taught in the content’s best modality.
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but most memories are stored in terms of meaning.
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An important finding from that research is that memory is usually stored independent of any modality
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An important clue that memories are stored by their meaning is the types of errors people make on memory tests.
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The mind is capable of storing memories in a number of different formats, and laboratory research indicates that a single experience usually leads to more than one type of representation
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Our minds have these different types of representations for a reason: Different representations are more or less effective for storing different types of information
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Because these different memory representations store different types of information, you usually cannot use one representation to substitute for another.
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3. Children probably do differ in how good their visual and auditory memories are, but in most situations, it makes little difference in the classroom.
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We’ve said that some memories are stored visually, some auditorily, and some in terms of meaning
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There are some limited types of materials for which an exact visual or auditory representation is helpful.
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But most of what we want children to learn is based on meaning, so their superior memory in a specific modality doesn’t give them an advantage just because material is presented in their preferred modality.
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it is not surprising that researchers have found very little support for the idea that offering instruction in a child’s best modality will have a positive effect on his learning.
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Kavale and Forness’s meta-analysis provides substantial evidence that tailoring instruction to students’ modality is not effective
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We cannot be certain that modality theory is incorrect because it is always possible that we haven’t looked for just the right sort of evidence.
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Although it is technically true that the theory hasn’t been (and will never be) disproved, we can say that the possible effects of matching instructional modality to a student’s modality strength have been extensively studied and have yielded no positive evidence.
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That indicates that teachers should indeed think about the modality in which they present material, but their goal should be to find the content’s best modality, not to search (in vain) for the students’ best modality
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Many topics may call for information in more than one modality.
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Material should be presented auditorily or visually because the information that the teacher wants students to understand is best conveyed in that modality.
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Modality gives us an easily understood way to think about the differences among children and it offers a hopeful message—a relatively easy adjustment to teaching practice may provide a boost to kids who are struggling.
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There are two ways that a teacher might see what looks like evidence for modality theory in the classroom.
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Modality theory may also seem correct because, as we have discussed, children probably do differ in their abilities with different types of memories.
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15 Apr 09
Learning Servicesarticle discussing why learning styles are not useful -- written for k-12 teachers
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07 Apr 09
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08 Feb 09
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01 Nov 08
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31 Oct 08
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30 Sep 08
amiddlet50Do Visual, Auditory, and Kinesthetic Learners Need Visual, Auditory, and Kinesthetic Instruction?
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SHU IPDDo Visual, Auditory, and Kinesthetic Learners Need Visual, Auditory, and Kinesthetic Instruction?
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17 Aug 08
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25 Jul 08
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21 Jul 08
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20 Jul 08
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michelemmartinTeaching people in their modality doesn't work--the modality must be the best for the content so that it allows the learner to most effectively create meaning. It's the meaning or "gist" of the learning that's remembered, regardless of an individuals pref
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11 Aug 07
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02 Jul 07
Daniel CraigThis is a good article discussing the lack of evidence on the effectiveness for individualizing instruction based on modality (visual, auditory, kinesthetic). While not mentioned by name, this seems to be an answer to talk about learning styles.
individualization individualizedinstruction article research learningtheory danielcraig CALL teaching cognition learningstyles education learning
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22 Jan 07
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07 Dec 06
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17 Oct 06
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04 May 06
Cheryl van TilburgDaniel Willingham ("Ask the Cognitive Scientist") explores the theory of multiple learning styles.
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14 Jul 05
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