1. The Herts MEd in Teaching and Learning - University of Cambridge LEARNING STYLES Based on Research and Evidence from the MEd How might an awareness of learning styles contribute to greater pupil engagement, improve learning and promote more effective teaching? This research group aims to explore individual differences in pupils’ learning styles and preferences and the implications for teaching Keywords and Phrases Inclusion Motivation Multiple Intelligences Teaching styles and strategies Style and gender Learning strategies Learning styles VAK Summary of Findings yStudents learn in different ways. yThere is a possible relationship between effective teaching and learning and the use of learning preferences. yThe use of learning preferences in the classroom promotes enjoyment. yTeaching strategies can be developed to support different learning styles. yTeaching strategies can be developed to help students develop aspects of learning skills they are least confident about. yResearch found that matching teaching to learning styles brought about significant gains in attainment at KS4.  Teachers should focus their energy on developing teaching strategies which match those learning preferences which correlate with low attainment, that is: for the kinaesthetic, intra personal, interpersonal and visual learners.

2. The Herts MEd in Teaching and Learning - University of Cambridge Implications for practice yTeachers will need training to understand the theory about learning preferences. yTeachers will need development time and support to incorporate these ideas into their teaching. yPupils will need to be informed and constantly reminded of the different ways in which they learn. ySchools may wish to use a questionnaire with pupils to analyse their learning preferences. yTo maximise impact, the school may wish to incorporate this strategy across the whole school and embed it into the teaching and learning culture within school. yMonitoring of the effective incorporation of teaching strategies related to learning preferences through lesson observations and performance management is important for further development. Pertinent questions yAre staff engaged in discussion about teaching and learning styles? yDo teachers have a range of appropriate teaching strategies to respond to learning style needs? yDo teachers know why their best teaching strategies are effective? yIs the school involved in supporting teachers to develop their current teaching repertoire to include a broader range of methods, materials, and techniques in order to reach an even wider and more diverse range of learners? yDo pupils know that they learn in different ways?  Are staff prepared to engage in dialogue with pupils as to how they learn best?

3. The Herts MEd in Teaching and Learning - University of Cambridge Quotations Suggested reading yBeresford, J. (1999) Matching teaching to learning. The Curriculum Journal, 10, pp. 321-344. yFielding, M. (1994) Valuing differences in teachers and learners: building on Kolb’s learning styles to develop a language of teaching and learning. The Curriculum Journal, 5, pp. 393–417. yGardner, H. (1983) Frames of mind: The theory of multiple intelligences. New York: Basic Books. yHughes, M. (1999) Closing the Learning Gap, Stafford: Network Educational Press. yRudduck, J., Day, J. and Wallace, G. (1996) The significance for school improvement of pupil’s experiences of within school transitions Curriculum 17 (3). ySmith, A. (1998) Accelerated Learning in Practice, Stafford: Network Educational Press. yWe pass through this world but once. Few tragedies can be more extensive than the stunting of life, few injustices deeper than the denial of an opportunity to strive or even to hope, by a limit imposed from without, but falsely identified as lying within. (Gould, 1981) yTaking an agenda for action from what pupils have to say about learning, teaching and schooling provides us with an alternative route to school improvement … a route which offers different perspectives on features of schooling that help pupils to learn and features that get in the way of their learning. (Rudduck et al, 1996:145)

4. The Herts MEd in Teaching and Learning - University of Cambridge Researchers Contact group convenor, Julie Roberts for further information Attached LEA adviser, Jim Harrison