Teaching to the Student's Learning Style

This paper examines the question as to whether teaching to the student's learning style increases his/her academic performance in the classroom. Research exists to support the view that when students' learning preferences match their instructor's teaching styles, student motivation and achievement usually improve (Miller 2001; Stitt-Ghodes 2003).

Of course a student's preferred learning style may change due to time or circumstances, and so teaching styles need to be a flexible, ongoing process. In addition, individual learning preferences should be integrated into the subject matter. "It is more effective to design curriculum so that there is some way for learners of every learning style to engage with the topic, so that every type of learner has an initial way to connect with the material" (Delahoussaye 2002, p. 31). Delahoussaye (2002), however, also points out that indices of learning should measure behaviors instead of attitudes or preferences since individuals cannot change attitudes as easily as they can change or create behaviors to accommodate attitudinal weaknesses. This approach obviously presents a challenge to the teacher, but if the teacher's approach is both humanistic and student centered, a greater chance exists that the challenge can be met to the benefit of both learner and instructor. Nuckles (2000) argues that being student centered engages teachers in a humanistic approach to education in which they function as facilitators of learning. Perhaps teac

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Category: Psychology - T