| Title | : | The Myth of Individual Learning Styles, Dr. Robert Bjork |
| Lasting | : | 4.48 |
| Date of publication | : | |
| Views | : | 23 rb |
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Test me I bet you can find my style Comment from : @freddywithanf435 |
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It's a waste of time and money brThere's only the ability to adjust to circumstances, and the situations as they present Comment from : @christopherellis2663 |
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Loving this Some of us are still living a lie of the learning styles Comment from : @godwinojwang2612 |
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Maybe the real "learning styles" are defined by previously acquired knowledge that is rather fluid and of interest to the learner Intrinsic interest is a huge advantage, and previously correlated learning probably works more or less as a scaffolding for further learning People's interests and previous knowledge will not fit homogeneously into those series of dichotomies, so it could produce an appearance of a more generalized learning style accordingly Those would be more analog to music or cuisine preferences, rather than being right or left-handedbrbrA more biologically significant type of learning style (or illusion thereof) could be, on younger children and early teens, I guess, perhaps things like degrees of dyslexia that is not diagnosed as such, and may also be correlated with a subjective feeling of having learning styles that don't rely much on reading Comment from : @petitio_principii |
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I agree with the points on learning styles, but I also see the growth mindset as misleading and dangerous for many of the same reasons Here's why radicalscholarshipwordpresscom/2017/09/21/rejecting-growth-mindset-and-grit-at-three-levels/ (not my blog) Comment from : @blackholemultiverse |
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I generally agree with Dr Bjork's hypotheses That no one size fits all, is a given; that no one catalyst will determine a child's or adult's learning ability or success is also obvious based on both research and my own personal experiences Nevertheless, a child's personal learning style may serve as a catalyst to learning or as a barrier What is obvious from the research available and the debate in progress is that no one issue is the sole determinant of a child's learning effectiveness I therefore subscribe to the principle to 'do no harm' So anything a teacher, or learning facilitator (the title i prefer) can learn about their subject will help them maximize the 'learner's learning potential Comment from : @josephravick1180 |
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