From learning styles to semiotic resources


Originally posted con Tulip Education Research Blog:

Like many, I was introduced to several learning styles in the 1990s.  Neuro-linguistic programming (Grinder, 1991) and experiential learning cycles (Kolb & Fry, 1975) were two that I remember. I never tested my students on what style worked best for them.  I didn’t even ask if they had a preference, even though Pashler, McDaniel, Rohrer, and Bjork (2008) find that there is “ample evidence that children and adults will, if asked, express preferences” (p 105). Instead, I used theories of learning styles to cycle through different ways of approaching and presenting educational content.  Cycling through various approached proved effective for the aims and objectives at the time.  I accept that these approaches are now out of date.

During the nineties, I also had an interest in…

Continue reading original post