A teacher’s own learning style may influence how he/she teaches and this may not be readily compatible with some pupils’ learning styles.

Teaching is most effective when it matches the pupils’ learning style preferences.

Estimates vary as to the proportion of the population with particular learning style preferences, but one estimate has the kinaesthetic style as the most common.

Gender has an important bearing on learning styles: for example, boys are more likely to have a kinaesthetic preference.

Cultural and environmental factors can influence an individual’s learning preferences.

Identifying learning styles can be of particular importance in catering for pupils with learning difficulties.

For lifelong learning, it is important that pupils come to understand what their learning preferences are and learn strategies for exploiting this.

The two hemispheres of the brain work in different ways, though normally both sides are involved almost all the time.

The left (“logical”) side is dominant in sequencing, processing mathematical information, using language, processing unrelated factual information etc.

The right (“gestalt”) side is dominant in responding to music, appreciating spatial relationships, understanding forms and patterns, being creative etc.

In boys the right brain tends to be dominant; in girls the left brain.

The educational system has traditionally favoured left brain activities such as reading, writing and listening.

Teachers are typically likely to be left brain dominant and this may affect the way they teach.

Classroom activities should be devised to cater satisfactorily for both left and right brain thinkers.

Some activities develop the use of both sides of the brain.

The work of Kolb and others produced the classification of learners into four groups: ACTIVISTS, REFLECTORS, THEORISTS and PRAGMATISTS

Activists like practical work such as labs, field work, observation exercises and using visual source material for information etc

Reflectors like to learn by watching others, by taking time to consider observations of their own experience etc

Theorists like lectures, reading papers on topics, considering analogies etc

Pragmatists like simulations, case studies, homework etc

Thus the four types might approach the learning of a software programme in different ways:

The four types of learning can be seen as cyclical stages through which a learner can progress (Watch>>>Think>>>Feel>>>Do), as well as categorising specific kinds of learning experience.

This developed the notion of a cycle through which the learner progresses in a classroom topic or block of work.  It made use of left/right brain science

Learners are classified as Innovative, Analytical, Common Sense, or Dynamic.

The cycle of learning is as follows: concrete experience>>>reflective observation>>>abstract conceptualisation>>>active experimentation

Teachers can build activities to provide pupils with a sequence of activities which allows for this sort of progress.

Any individual will operate in all three “modalities”, but with a preference for one or two.

Visual learners are likely to prefer mind-maps, diagrams, picturesque language, flow charts, use of colour, white space on the page etc.

Auditory learners are likely to prefer discussion, explaining things to others, using a tape recorder, teaching linked to anecdotes/jokes etc.

Kinaesthetic learners are likely to prefer group work, using models/objects in describing things, walking around while learning, hands-on activities, books with strong plot etc.

Teachers should be aware of their own VAK preferences.

Pupils should be made aware of their individual preferences:

Since boys are likely to be kinaesthetic learners and since they have been catered for least in the traditional curriculum, and since boys tend to under-perform, it may be worth concentrating on the K area.

Parents can be made aware of pupils’ learning preferences.

Pupils should be encouraged to develop strategies for independent use, related to their learning styles, thus promoting lifelong learning.