An Educational Myth – Instruction Tailored to Students Learning Styles Leads to Success

A new study offers further evidence against the "learning styles" theory-the idea that students can process information best when teachers tailor instruction to students' strengths. The present study looked at whether self-assessment and teacher assessment agreed in the identification of preferred LS in primary school-aged pupils. Results showed that there was no correlation between the two. Findings, moreover, suggest that the teachers do not see intellectual ability as a proxy for a particular learning style. This was the first study to investigate these questions and one of the few studies within the LS literature to employ a sample of primary school students. It adds to the growing body of critical literature about the use of LS in educational settings.

Papadatou-Pastou, M., Gritzali, M., & Barrable, A. (2018) The learning styles educational neuromyth: Lack of agreement between teachers' judgments, self-assessment, and students' intelligence. Front. Educ., 3(105). http://dx.doi.org/10.3389/feduc.2018.00105

Study considers effects of taking photos on memories

According to a study published in the journal Psychological Science, people may be able to remember more visuals if they take photos during the experience. The researchers found that, even without revisiting any photos, participants who could freely take photographs during an experience recognized more of what they saw and less of what they heard, compared with those who could not take any photographs. Furthermore, participants who used a camera during their experience recognized even nonphotographed aspects better than participants without a camera did. Meta-analyses including all reported studies support these findings. The implications of this study could possibly result in changes to educational approaches or classroom interventions by involving the use of more visual learning opportunities to aid students’ memories.

Barasch, A., Diehl, K., Silverman, J., & Zauberman, G. (2017). Photographic memory: The effects of volitional photo taking on memory for visual and auditory aspects of an experience. Psychol Science, 28(8), 1056-1066. https://dx.doi.org/10.1177/0956797617694868