Learning styles & the importance of critical self-reflection | Tesia Marshik | TEDxUWLaCrosse

TEDx Talks

2 Apr 201518:14

EducationalLearning

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TLDRThe video script challenges the widely-held belief in learning styles, suggesting that auditory, visual, and kinesthetic preferences do not enhance learning. Despite the pervasiveness of this concept, research has shown no evidence that matching teaching methods to supposed learning styles improves educational outcomes. The speaker argues that learning is more about understanding concepts and making meaningful connections rather than sensory modes. The persistence of the learning styles myth is attributed to common belief, the appeal of the idea, and confirmation bias. The script encourages critical thinking and the adoption of evidence-based teaching strategies.

Takeaways

🎓 Learning styles, such as auditory, visual, and kinesthetic, are commonly believed but not scientifically supported.
🧐 The pervasive belief in learning styles is not due to evidence but rather its widespread acceptance without question.
📚 Despite common belief, accommodating teaching methods to students' supposed learning styles does not enhance learning outcomes.
📉 Numerous studies and meta-analyses have shown no significant difference in learning effectiveness based on learning styles.
👀 People do have preferences for how they like to learn, but these preferences do not necessarily improve learning in controlled conditions.
🔊 Auditory and visual learners do not recall more information when taught through their preferred sensory mode.
💡 Most classroom learning is conceptual and based on meaning, not tied to a single sensory mode.
👥 Individual differences do exist, but they are not captured by the concept of learning styles.
🎼 The effectiveness of teaching methods depends on the content being taught, not the learner's supposed style.
🌟 Incorporating multiple sensory experiences can make learning more meaningful, but this does not mean that individuals have distinct learning styles.
🚫 Believing in learning styles can lead to wasted educational resources and hinder the exploration of diverse teaching strategies.
⚠️ Labeling oneself or a student with a learning style can be misleading and potentially harmful to learning progress.
🌱 The non-existence of learning styles suggests that individuals are capable of learning through a variety of methods, not limited by a single style.

Q & A

What are the three commonly believed types of learning styles?
-The three commonly believed types of learning styles are auditory learners who learn best by listening, visual learners who learn best by seeing, and tactile or kinesthetic learners who learn best by doing or engaging in physical activities.
What is the surprising revelation about learning styles according to the script?
-The surprising revelation is that despite the widespread belief in learning styles, they do not actually exist when put to scientific tests.
Why do many people, including teachers, continue to believe in learning styles?
-The belief in learning styles is pervasive and sounds logical, making people less likely to question it. Additionally, many teachers are still told to accommodate learning styles in their teaching methods.
What does the script suggest about the effectiveness of teaching according to students' supposed learning styles?
-The script suggests that teaching according to supposed learning styles does not make a difference in learning effectiveness, as demonstrated by various studies and meta-analyses.
What is the role of preferences in learning according to the script?
-While people may have preferences for how they would like to learn or study, these preferences do not actually enhance learning when tested in experimental conditions.
How does the script explain the ineffectiveness of simple rehearsal strategies like rereading or rewriting notes?
-The script explains that simple rehearsal strategies are ineffective because they do not help in understanding the material. To retain information, it needs to be organized in a meaningful way, with connections made to experiences or examples.
What does the script suggest about the storage of information in our memory?
-The script suggests that most of what we learn is stored in terms of meaning and is not tied to one particular sense or sensory mode.
What were the findings of Chase & Simon's studies on chess players' abilities to recall chessboard positions?
-Chase & Simon found that expert chess players could recall almost all pieces on a chessboard due to the meaningful arrangement and their deeper understanding of the game, whereas beginners could only remember about four pieces.
Why does the script argue that the best way to teach something depends on the content itself?
-The script argues that the best way to teach something depends on the content because different subjects require different approaches for effective learning, not because of individual learning styles.
What are some reasons the myth of learning styles persists, as outlined in the script?
-The myth of learning styles persists due to its pervasiveness, the appealing nature of the idea, and confirmation bias, where people tend to look for information that fits their pre-existing beliefs.
What are the potential negative consequences of believing in learning styles, as mentioned in the script?
-Believing in learning styles can lead to wasted educational resources and the perpetuation of ineffective teaching and learning strategies. It can also limit both teachers and students by preventing them from exploring diverse methods of instruction and learning.
What is the script's final message regarding the belief in learning styles?
-The script's final message is an encouragement to challenge commonly held beliefs, to be open to new evidence and perspectives, and to recognize that learning is not as limited by individual styles as previously thought.

Outlines

00:00

🎓 Learning Styles: Myth vs. Reality

The first paragraph introduces the concept of learning styles, which categorizes learners as auditory, visual, or kinesthetic based on their preferred method of learning. It challenges the widely held belief in learning styles by stating that they do not exist when put to scientific scrutiny. The speaker explains that despite the pervasiveness of this belief, experimental tests show no significant difference in learning effectiveness across different styles. The preference people have for certain learning methods does not necessarily enhance learning outcomes in controlled studies.

05:03

📚 Classroom Learning and Memory Retention

The second paragraph delves into why the concept of learning styles is not applicable in a classroom setting. It emphasizes that most classroom learning is conceptual and meaning-based rather than reliant on a single sensory mode. The speaker also critiques common rehearsal strategies like rereading or rewriting notes for their lack of effectiveness in promoting deep understanding. The importance of organizing information meaningfully and making connections to past experiences or knowledge is highlighted. The paragraph references classic studies by Chase & Simon on chess players to illustrate how expertise and meaningful context contribute to memory retention, as opposed to simple visual or auditory recall.

10:05

🎼 Multisensory Learning Experiences

The third paragraph discusses the effectiveness of multisensory learning experiences. It argues that the best method for teaching often depends on the content being taught rather than a learner's supposed style. Using examples like teaching songbirds or football, the speaker shows that incorporating various senses can make learning more meaningful for everyone, not just those who identify with a particular learning style. The paragraph also touches on the persistence of the learning styles myth, suggesting that its appeal lies in its acknowledgment of human differences and the natural human tendency to seek confirmation of our beliefs.

15:08

🚫 The Pitfalls of Learning Styles Belief

The fourth and final paragraph addresses the consequences of believing in learning styles. It outlines two main issues: the waste of educational resources on a disproven theory and the potential harm caused by labeling students according to learning styles, which may limit teaching strategies and学生的学习动力. The speaker stresses the importance of being open to challenging our beliefs and considering alternative perspectives, especially in an age where information is more accessible than ever. The conclusion encourages a shift away from the learning styles myth to embrace a more versatile and adaptable approach to learning.

Mindmap

Keywords

💡Learning Styles

Learning styles refer to the theory that individuals have a preferred way of absorbing information, such as auditory, visual, or kinesthetic. In the video, it is argued that while this concept is widely believed, research has not supported the idea that teaching methods should be tailored to these supposed styles for improved learning outcomes.

💡Auditory Learners

Auditory learners are individuals who supposedly learn best by listening to information. The video challenges this notion, stating that experimental tests have shown no significant difference in learning outcomes between auditory and other types of learners when taught through different methods.

💡Visual Learners

Visual learners are those who are believed to learn more effectively through seeing information, such as images or written text. The video script disputes the effectiveness of visual learning styles, asserting that the way information is presented does not impact recall or learning for these learners.

💡Kinesthetic Learners

Kinesthetic learners are individuals who learn best through physical activities or by doing things. The video argues against the existence of kinesthetic learning styles, citing research that shows no difference in learning when individuals engage in physical activities related to the learning material.

💡Pervasive Belief

A pervasive belief is a widely held notion that is commonly accepted as true without question. In the context of the video, the belief in learning styles is described as pervasive, with many teachers and students alike accepting it without critical examination.

💡Meta-Analysis

Meta-analysis is a statistical technique that combines the results of multiple scientific studies to draw more general conclusions. The video mentions meta-analysis papers that have reviewed decades of research on learning styles and concluded that there is no evidence to support the effectiveness of matching teaching styles to learning styles.

💡

💡Meaning-Based Learning

Meaning-based learning is the concept that most of what we learn is stored in terms of meaning, rather than tied to a specific sensory mode. The video emphasizes that classroom learning is more about understanding concepts and making connections, which is different from memorizing sensory details.

💡Confirmation Bias

Confirmation bias is the tendency to favor information that confirms our existing beliefs and ignore or dismiss information that contradicts them. The video discusses how this bias can contribute to the persistence of the learning styles myth, as people tend to seek out evidence that supports their belief in learning styles.

💡Chess Study

The chess study, conducted by Chase & Simon, is highlighted in the video as an example of how expertise and meaningful understanding, rather than sensory memory, contribute to recall. Experts could recall more pieces due to their deeper understanding and experience with chess, which made the board positions more meaningful to them.

💡Educational Resources

Educational resources encompass the materials, time, and efforts dedicated to teaching and learning. The video argues that focusing on learning styles as an educational approach is a waste of these valuable resources, as it is unsupported by evidence and distracts from more effective teaching strategies.

💡Labeling Learners

Labeling learners involves assigning them a specific learning style, which can be misleading and potentially harmful. The video suggests that such labeling can prevent both teachers and students from exploring a variety of teaching and learning strategies, thus limiting the potential for effective education.

Highlights

Learning styles such as auditory, visual, and kinesthetic are commonly believed but scientifically unfounded.

The belief in learning styles is pervasive, with over 90% of surveyed students and teachers believing in them.

Experiments show no significant difference in learning effectiveness based on supposed learning styles.

People do have preferences for learning methods, but these do not enhance learning in controlled tests.

Meta-analysis papers over 40 years of research conclude no evidence for the effectiveness of matching teaching to learning styles.

Learning in the classroom is primarily conceptual and meaning-based, not tied to a specific sensory mode.

Individual differences in memory and processing skills exist but do not define learning styles.

Simple rehearsal strategies like rereading notes are often ineffective for true learning.

Chase & Simon's studies on chess players show that experts recall more due to meaningful understanding, not superior memory.

The arrangement of information, not sensory mode, affects how well it is remembered.

The best teaching methods depend on the content being taught, not the learner's supposed style.

Incorporating multiple senses in teaching can enhance learning by making the experience more meaningful.

The myth of learning styles persists due to widespread belief, even without evidence.

The appeal of learning styles lies in acknowledging individual differences, despite the lack of scientific support.

Confirmation bias leads people to seek information that supports their pre-existing beliefs about learning styles.

Believing in learning styles can waste educational resources and hinder the exploration of effective teaching strategies.

Labeling oneself or students by learning styles can be misleading and potentially harmful to learning.

The non-existence of learning styles implies that everyone can learn in various ways, contrary to common misconceptions.

Challenging and reevaluating our beliefs about learning is crucial for embracing evidence-based practices.

Transcripts

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Takeaways

Q & A

What are the three commonly believed types of learning styles?

What is the surprising revelation about learning styles according to the script?

Why do many people, including teachers, continue to believe in learning styles?

What does the script suggest about the effectiveness of teaching according to students' supposed learning styles?

What is the role of preferences in learning according to the script?

How does the script explain the ineffectiveness of simple rehearsal strategies like rereading or rewriting notes?

What does the script suggest about the storage of information in our memory?

What were the findings of Chase & Simon's studies on chess players' abilities to recall chessboard positions?

Why does the script argue that the best way to teach something depends on the content itself?

What are some reasons the myth of learning styles persists, as outlined in the script?

What are the potential negative consequences of believing in learning styles, as mentioned in the script?

What is the script's final message regarding the belief in learning styles?