Releasing students from the cognitive straitjacket of visual-auditory-kinaesthetic learning styles

Lewis A Baker, Faculty of Engineering and Physical Sciences, University of Surrey, UK Learning styles pervade common nomenclature in schools and are found in many strategic-planning documents for raising achievement in learners. This is the so-called meshing hypothesis; matching a student’s preferred learning style to instruction improves a student’s learning (Lethaby and Mayne, 2018; Aslaksen […]