Exist the learning do styles?

Who more, who less will have read or received chats sometimes on the learning styles. I always had the vague idea that I was very visual and €œworse auditory€, because a class was incapable to learn great thing listening, but was able to learn reading the notes taken during the class.
Years later, I verified with envy that some colleagues were able to assimilate many ideas listening conferences in congresses, whereas I became bored as an oyster and left just as she had entered. It was obvious that differences among them had to exist and I at the time of assimilating information. When finally 1 year ago I was with the theories on the styles of the learning, I thought that it had found the definitive solution to the mystery.
But which was my surprise when I am with a revision of the subject of a British author (1) and I find out to me that to date they exist more than 70 theories on the learning, defendants through thick and thin by other so many schools led by a professor or university university professor. Many of these theories are accompanied by designed questionnaires to determine the high-priority style of learning of the student who compliments it. Some of these questionnaires are available only previous payment (it goes, goes€¦).
You are thought just like I?
When a study phenomenon is explained by one or two theories, it is easy that one of those theories is certain. But when 70 different models exist, I suspect that no of them satisfactorily explains the existing mental differences between people.
In order to put a practical example of one of these theories, we are going to know the model VARK, that is simplest than I know date of today. He was described by Neil Fleming and Colleen Mills in 1992 and talks about to the favourite sensorial modalities of each person.
  • V=visi³n
  • A=audici³n
  • R=lectura/escritura
  • K=kinestesia

According to the favourite modality the forms that they take, in each person, the conduct, the learning, the reading and the spelling, the memory, etc. can be interpreted For example, the visual people prefer to use written instructions, conceptual maps, synoptic diagrams, pictures; the auditory ones prefer verbal, audio instructions and debates. The verbals, written of a minute, literary compositions, daily, elaboration of summaries, reviews and synthesis of texts. And the quinest©sicos, games of roll and dramatisations, dynamic group that they require to sit down and to put themselves standing up, manipulation of objects for explanation of phenomena and gestures to accompany the oral instructions.

This seems to fit with my initial perception. I am preferably visual. But one first critic to this model can become: it does not consider the characteristics of the content that there is to learn. For example, in Medicine or Physiotherapy, there are diverse subjects as the Anatomy, that needs long time contemplating (visually) anatomical schemes and drawings. But when there is to learn clinical abilities as the palpation and exploration of the member superior, we must unfold our quinest©sicas abilities, and probably it helps us equal of good step by step to read how to make an exploration, that to see a demonstrative video. That is to say, the own content defines the sensorial modality that favors the learning of that content.

According to Daniel Willlingham, specialized British professor in mental psychology, is not which differences between people at the time of learning do not exist, but do not have as much importance as he is created. That is to say, when you investigate how of or a person in her favourite modality or another modality learns, have not been differences. The effectiveness of the learning is similar (2). We are speaking of lab studies, under controlled conditions.
Willingham thinks that there is another factors that can influence in which it is learned, and even can be more important that the supposed €œstyle of learning€ of the student: for example, their aptitudes (some have good musical ear; another good capacity of drawing, that is to say, visuespacial); its motivation; and the previous knowledge that already they have of a subject (3).
Something similar thinks Coffield (1), but that affirms that to know the theories on styles learning it really helps professors and students to reflect on his work, and that reflection is beneficial for both. As that is my intention with this blog, to foment the reflection and the improvement of our capacities and attitudes for the study, we will continue speaking of learning styles. Although they are controverted.
1. Coffield and cabbages. Learning styles and pedagogy in post-16 learning. To systematic and critical review. Learning and Skills Research Centre, 2004. Unballastable as pdf in the http://sxills.nl/lerenlerennu/bronnen/Learning%20styles%20by%20Coffield%20e.a..pdf direction
Almudena Trinidad

I am otorrinolaring³loga doctor in a hospital of Madrid and Professor Asociada de Medicina in the UAM. I help Medicine students to develop more effective techniques of study to obtain better notes, to remember during more time and to feel like more happy insurances and with its studies.

7 Commentaries
  • Marcos
    Published to 22:14 h, 27 November To respond

    Hello Almudena congratulations by your blog! , I believe that they exist multitude of learning theories, as you indicate, but all turns around the same: the sensorial pick up and the modeled one of collected to our language. More than to orient the learning to our sensorial channels favourites, I believe that there would be to try to cover with a greater sensorial variety the information to gather, since €œthe neuronal€ reinforcements to call it thus, facilitate a greater retention and combination of €œfreeways€ to accede to this information. I believe that there is to complement, instead of to select sensorial channels.

    On the other hand, when extending our sensorial channels, allow us to define better our internal models, which causes in detail that our caught information is more precise.

    The fact that there are so many theories, sample that still we are in diapers on the learning and its mysteries. I believe that still they are many surprises to see and to discover 😉

    Thanks for the information.

    • Almudena Trinidad
      Published to 19:01 h, 28 November To respond

      Then yes, in fact that is a critic that becomes to the learning styles, the risk of classifying to the person in its favourite modality and that loses the opportunity to prove other strategies of knowledge acquisition.
      Thanks to happen and we also see ourselves to you by your blog!

  • Susana
    Published to 21:41 h, 01 December To respond

    Exist some does type of intelligence of processes or chains of concepts? I do not know very well how to express it, but I always have thought that she was mine. I very understand or the processes as set, for example, the metabolic routes, or the mechanisms of action of drugs or the physiopathology and also happen to me outside the medicine as with history. It will be conceptual intelligence? The case is that I am lousy memorising but it occurs to understand processes me very well. Pity that with the medicine as is advanced of course is having more importance the one of memorising, more than nothing because the majority of processes or mechanisms are not known in their totality and they are remained in theories, the basic thing takes clinical step, the so complex thing that cannot be understood as a simple €œchain of events€ that always happen equal and can be extrapolated. Each individual is unique and that complicates it much all. A greeting!

    • Almudena Trinidad
      Published to 13:51 h, 04 December To respond

      To then you have pillaged me in I resign, because I do not have nor idea€¦ I have been about 6 months reading on mental psychology and I have not found until now any reference to which you comment to me. I am going it to investigate and I already tell if to encounter something you.
      I am not very good either memorising, not as much as other colleagues. I must review quite often. I am not hopeless either for that reason, because the important thing is to know what I need to review, and I take to my notes and reminders in Evernote (you know it). At least yes memory where it had the pointed things€¦ 🙂

      *Habl© of evernote in another blog, this connection.

      • Susana
        Published to 16:33 h, 04 December To respond

        Then it did not know it, but the truth is that it seems wonderful to me that exists, I am going to see what so goes to me. Thank you very much!

  • Karla
    Published to 04:57 h, 12 August To respond

    hello! the information enchants to me that joint parties but wanted to know if you know some way to improve the auditory modality because in truth it makes me undergo 🙁

    • Almudena Trinidad
      Published to 12:31 h, 12 August To respond

      Hello! Mw I cheer of which you like the information of the blog.

      I handled myself fatal in class because she did not assimilate the information by auditory route well. What for he was to take notes, but not everything what left the mouth of the professor, because then he did not learn ANYTHING. He selected ideas and he was them writing down with my own words soon to complete at home and so he read of the book, because she was far better reader who listener.

      Nothing else to finish the class, reads what you have written, adds some headed or some word that you need, and thus you recover those ideas that you are not able to fix by auditory route.

      Important: it leaves margins sufficient in your notes to add information! You can use the technique of Cornell

      A greeting 🙂

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