Learning Myths

Example 1: Geography Lesson

Consider teaching students about the shape and location of Italy. Learning styles theory would suggest:

• Visual learners should see a map.

• Auditory learners should hear a description.

• Kinesthetic learners should trace the shape with their finger.

In reality, research shows that ALL students learn this information better by seeing a map, because the content (where places are located) is naturally visual. The type of material, not the learner's preference, determines the best way to teach it.

Example 2: Math Problems

When teaching long division:

Learning styles theory suggests some students need visual diagrams while others need spoken explanations.

Research shows that math procedures are best learned through worked examples (showing the steps) followed by practice problems, regardless of student preference.

It Feels Right

Learning styles "feel right" because:

• People do have preferences for how they like to receive information.

• Students clearly learn differently from each other.

• The theory seems to offer a simple explanation for why some students struggle.

Misunderstanding Real Differences

Learning styles theory misunderstands several real things about learning:

Ability differences: Some students are better at processing visual information, others at processing spoken information, but this is about what they're good at, not their learning style.

Content matching: Some material works better when presented visually (maps, diagrams) while other material works better when spoken (stories, step-by-step directions).

Preferences vs. what works: Students may prefer certain types of lessons, but what they prefer doesn't always equal what helps them learn best.

Match Teaching Methods to the Material, Not the Student

Location information (geography, geometry) works best with visual presentation for ALL students.

Step-by-step processes (science procedures, math algorithms) work best when breaking down information into clear steps that are given one at a time in spoken or written lessons for ALL students.

Abstract concepts work best when you start with concrete examples before moving to abstract ideas.

Use Multiple Ways of Teaching When It Makes Sense

Rather than matching lessons to student preferences, use multiple ways of presenting information when they really help with the content:

• Present information both visually and verbally when both add value.

• Use demonstrations combined with explanations for hands-on skills.

• Combine text with relevant diagrams for complex information.

Focus on Proven Learning Strategies

Spaced practice: Spread out learning sessions over time instead of cramming. 

Testing for learning: Regular quizzes strengthen memory better than just re-reading.

Mixing practice: Mix different types of problems during practice sessions (e.g., instead of practising only addition questions and then subtraction questions, mix different problems together).

Asking why and how: Ask "why" and "how" questions about the material.

Concrete examples: Use specific real examples before teaching abstract ideas.

The learning styles myth is particularly problematic for students with learning differences (e.g., Autism, ADHD, learning and/or sensory challenges) because of:

Wasted Time and Resources: Time spent on learning style tests could be better used on proven interventions that actually help.

Real Individual Differences: Many students do have real individual differences in how they process information, but these are better addressed by understanding their specific strengths and challenges rather than putting them into broad learning style categories.

Sensory Needs: While many students with learning differences may have sensory preferences or sensitivities, these are different from learning styles and need different types of support.

During simple tasks: When you read this sentence, brain scans show activity in areas for seeing, language, memory, attention, and movement. It's much more than 10% of your brain.

Brain injuries: People who have strokes in supposedly "unused" brain areas often have serious problems with speech, movement, or thinking.

Brain surgery: When doctors touch different brain areas during surgery, nearly every area produces some response - muscle movement, feelings, memories, or emotions.

Evolution: If 90% of our brain served no purpose, evolution would not have kept such an expensive organ (the brain uses about 20% of our body's energy).

• Takes away time from sleep, family time, and physical activity

• Can increase stress and anxiety in children

• May reduce motivation and love of learning

• Often becomes a source of family conflict

• Can widen the gap between students who have help at home and those who don't

Quality over quantity: Short, focused practice that reinforces classroom learning (e.g., 15 minutes practicing math facts that were taught in class that day is better than completing 2 hours of worksheets covering topics not yet taught in class).

Age-appropriate amounts: The "10-minute rule" - roughly 10 minutes per grade level per night (so 20 minutes for 2nd grade, 30 minutes for 3rd grade).

Meaningful practice: Homework that helps students practice what they've learned, not busy work.

Family time: Protecting time for families to spend together, which is crucial for child development.

Adequate sleep: Ensuring children get enough sleep, which is essential for learning and memory.

• Students who multitask while studying have lower grades and take longer to complete their work.

• People who try to multitask make more errors and remember less information.

• It takes time for the brain to refocus after switching tasks - this "switching cost" adds up quickly.

• Multitasking increases stress and mental fatigue.

• Students who use media while studying (like texting or social media) perform worse on tests.

• Students who text while doing homework take 25% longer to finish and make more mistakes.

• People who check email while writing reports produce lower quality work.

• Students who listen to music with lyrics while reading comprehend less of what they read.

• Drivers who talk on phones (even hands-free) miss important visual information and react more slowly.

Single-tasking: Focus on one activity at a time for better results.

Taking breaks: Work for focused periods, then take short breaks between tasks.

Removing distractions: Put away phones, turn off notifications, and find a quiet space to work.

Batching similar tasks: Do all your reading at once, then all your writing, rather than switching back and forth.

Adults modeling focused behavior: Parents and teachers should avoid checking phones or doing other tasks while helping children with homework or during conversations, showing that focused attention is valued.