Watch The Following Video About Learning Styles Or The Lack

Watch The Following Video About Learning Styles Or The Lack Thereofte

Watch the following video about learning styles or the lack thereof: TEDx Talks. (2015, April 2). Learning styles & the importance of critical self-reflection | Tesia Marshik | TEDxUWLaCrosse [Video file]. Retrieved from To view the transcript of the video above, click here . After watching the video, address the following in your response: This presentation focuses on debunking the myth of learning styles through research findings, and the video gives an explanation and provides reasons for why the belief persists despite the lack of evidence. Are you able to accept these findings? Explain why or why not.

Paper For Above instruction

The concept of learning styles has long been embedded in educational practices and theories, with many educators and learners believing that tailoring instruction to individual learning preferences enhances educational outcomes. The TEDx talk by Tesia Marshik critically examines the myth of learning styles, presenting compelling research evidence that challenges the efficacy of tailoring education based on these supposed individual preferences. This essay explores whether I am able to accept these findings, considering the scientific evidence and personal educational beliefs.

Marshik’s presentation underscores that extensive research has failed to demonstrate consistent evidence supporting the idea that matching instructional methods to learners’ preferred styles leads to improved learning outcomes. Multiple studies have shown that learning styles—such as visual, auditory, kinesthetic, or reading/writing preferences—do not significantly influence the effectiveness of teaching methods for individual learners. For instance, Mayer (2009) highlighted that teaching students in their preferred learning style does not necessarily enhance their comprehension or retention. Similarly, Pashler et al. (2008) reviewed numerous studies and concluded that educational practices based on learning styles lack empirical support.

Despite the lack of scientific validation, the belief in learning styles persists among educators, students, and educational institutions. Marshik attributes this persistence to cognitive biases such as the human tendency to favor familiar concepts or the comfort found in believing that personalized learning offers a competitive advantage. Moreover, the appeal of easy solutions or quick fixes in education encourages the continuation of learning styles theories. Personal and institutional inertia also plays a role, as changing established pedagogical practices requires effort and systemic overhaul.

Personally, I find it challenging to fully accept the continuation of learning styles as a guiding principle in education, primarily because it appears to divert attention from more evidence-based instructional strategies. The research clearly indicates that methods such as active learning, formative assessment, and differentiated instruction—supported by a robust body of evidence—are more effective in promoting learning regardless of an individual’s purported style. However, I also recognize that the concept remains popular and is intuitively appealing, perhaps because it seems to offer a personalized approach to education that addresses individual differences.

In conclusion, I am inclined to accept the research findings presented by Marshik and other scholars that debunk the myth of learning styles. Accepting these findings encourages educators to focus on pedagogical strategies that are empirically supported rather than relying on unsubstantiated theories. Transitioning away from learning styles requires educators to embrace more dynamic, flexible, and evidence-based approaches, ultimately improving educational outcomes for learners. Recognizing the persistence of the myth also emphasizes the importance of critical reflection on teaching practices and emphasizes the need for ongoing professional development grounded in scientific evidence.

References

• Mayer, R. E. (2009). Multimodal learning and multimedia instruction. American Psychologist, 64(2), 180–192.
• Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9(3), 105–119.
• Marshik, T. (2015, April 2). Learning styles & the importance of critical self-reflection | Tesia Marshik | TEDxUWLaCrosse. https://www.youtube.com/watch?v=Yisph2vADAo
• Hattie, J. (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
• Kirschner, P. A., & Van Merriënboer, J. J. (2013). Do learners really learn best with their preferred learning style? Educational Psychologist, 48(2), 169–183.
• Fleming, N. D., & Mills, C. (1992). Not another inventory, rather a catalyst for reflection. To Improve the Academy, 11, 249–255.
• Howard-Jones, P. (2014). Education and neuroscience: A critical view. Frontiers in Human Neuroscience, 8, 1–9.
• Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.
• Schinske, J., & Nichols, S. (2010). Teaching strategies to promote active learning. Journal of College Science Teaching, 39(4), 28–33.
• van Merriënboer, J. J., & Sweller, J. (2005). Cognitive load theory and complex learning: Recent developments and future directions. Educational Psychology Review, 17(2), 147–177.