Learning Stlyes

We all have different methods of assimilating information which have been defined by various theorists over the years to develop a better understanding of how we should present information to others. One of the main theorists, Dr. Howard Gardner, developed the theory of Multiple Intelligence in 1983 (Wise 2002) that consisted of eight different modes to demonstrate how we assimilate information:

· Linguistic intelligence;
· Logical-mathematical intelligence;
· Spatial intelligence;
· Bodily-Kinesthetic intelligence;
· Musical intelligence;
· Interpersonal Intelligence;
· Intrapersonal Intelligence;
· Naturalist Intelligence.

Kolb’s theory of learning breaks down the above list into four concise compartments where children learn as:

· Diverging (feelings and watching);
· Assimilating (watching and thinking);
· Converging (doing and thinking);
· Accommodating (doing and feeling).

Gardner’s and Kolb’s theories of learning have influenced researchers and educationalists seeking to define the most effective way to teach children. Although both theories are used widely, the most popular theory is the VAK (Visual, Auditory and Kinesthetic) which was developed from the Neuro-Linguistic Programming Research. Some analysts add Read/write to make VARK which mirrors a large proportion of learning in schools where children read texts from books, screens or whiteboards which they copy, note take or write in their own words.

Each of the above theories highlights how we learn in different ways, for example, some people perform better by listening to information, whereas, others prefer using their visual skills by reading information. The traditional instructional style of teaching may not be meeting everyone’s learning styles resulting in children’s assessments being misinterpreted where the teacher views their failure as not knowing rather than not understanding. Assessment is therefore not just about end products and test results but more importantly about:

‘growing understandings of how we learn and how good teachers teach.’
(Smith I 2004: 10)