Surprisingly, the exciting learning styles lack scientific evidence to support them. Tutors and other education stakeholders acknowledge the need to assess and identify the most effective learning technique that might match the specific students’ distinct interests and values. Moreover, many reports emphasize the significance of valuing every stakeholder’s preferences before implementing a specific learn particular learning initiative (Kirschner, 2017). Thus, the author’s decision to discredit the relevance of the learners’ self-reported preferences in promoting learning is amusing. Nonetheless, the information herein boosts my knowledge about education elements and the benefits associated with considering them effectively.
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I prefer presenters to follow a systematic program rather than overlooking specific essential topics. Logically outlining the course program will enable educators to comprehend the complex data included in a section before considering the next. Such an approach will make it easier for them to link the topics with the subsequent one, increasing their likelihood of the critical players achieving the specific course’s aim. Additionally, applying various forms of non-verbal cues when presenting information is vital. Notably, my preference for the presentation mode does not change depending on the subjects taught.
As a teacher, I believe it is my responsibility to expand a learner’s preferred learning approaches. Sociologists argue that the students’ preference depends on their diverse cultural beliefs and values. Moreover, some people develop various preconceived negative perceptions about scientifically-proven learning approaches known to contribute to the success of the education industry positively. Enlightening them on the benefits of viewing the world using an alternative lens will think of other learning methods and guarantee the education department success after executing their distinct duties. Therefore, expanding the students’ preference will ensure that they meet the particular courses’ outlined objective.
Kirschner, P. A. (2017). Stop propagating the learning styles myth. Computers & Education, 106, 166-171. Web.