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22.  Ask for feedback from students.

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21.  Maintain variety.

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16.  Multi-modal learning enhances memory.

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12.  Use learning styles to promote interest, not retention.

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#24 Style should not outweigh background. Take into account student resources when lesson planning and trying to address student styles and interest.

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#15 Use digital media to enhance your topic, not to address different learning styles. We need to avoid the temptation to focus on modalities and keep our focus on our content. E. Davis

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#1 Match instruction to the content you are teaching.

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Make more engaging using learning styles and personality test

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# 26-Treat research as a proposal, not a prescription.

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16.Remember that multi-modal learning enhances memory. It has long been known in the field of psychology that learning a concept in multiple ways (visually, verbally, kinesthetically, etc.) helps you remember it better. In the words of neurologist Judy Willis, “The more regions of the brain that store data about a subject, the more interconnection there is. This redundancy means students will have more opportunities to pull up all of those related bits of data from their multiple storage areas in response to a single cue. This cross-referencing of data means we have learned, rather than just memorized.”Pigeon-holing students into particular learning categories counteracts this effect.

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15.Use digital media to enhance your topic, not to address different learning styles. While including multimedia may be a good idea in general (variety in modes of presentation can hold students’ attention and interest, for example), it is not necessary to tailor your media to different learning styles. We shouldn’t congratulate ourselves for showing a video to engage the visual learners or offering podcasts to the auditory learners. Instead, we should realize that the value of the video or audio will be determined by how it suits the content that we are asking students to learn and the background knowledge, interests, and abilities that they bring to it. Rather than asking whether we engaged the right sense (or learning mode), we should be asking, what did students think about while they were in class?

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# 19- Aim for the long term, not the short term.

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12. Use “learning styles” to promote interest, not retention. As there is little evidence that catering to preferred learning styles actually enhances learning, cater to your students’ preferences instead in order to enhance their interest. If a student is enjoying the medium in which she is engaged, she will enjoy the learning, which will in turn motivate her to continue learning

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#14 Emphasize the context, not the individual. In a recent poll of American undergraduate students, 90 percent of respondents endorsed the belief that “people have their own learning styles.” This belief has the potential to shape and constrain the experience that students have in the classroom. For example, if a student believes she is a visual learner and therefore disengages and daydreams when a lecturer turns off the PowerPoint and tells a story, this will prevent her from learning the concept through a compelling narrative. And while these beliefs may not have as direct an impact on performance reviews as they do in K-12 settings, a belief in learning styles occasionally shows up in student evaluations of teaching: “I am a visual learner, so the visual examples were good,” or “I am an auditory learner, so more auditory content would have helped.”

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#13 See beyond the confirmation bias. Learning-styles theory has succeeded in becoming “common knowledge.” Its widespread acceptance is a compelling but misleading reason to believe it. This is further fueled by a well-known cognitive phenomenon called “confirmation bias”: when evaluating our own beliefs, we tend to seek out information that confirms our beliefs and ignore information that doesn’t, even when we encounter it repeatedly. When we see a “visual learner” excel at geography and an “auditory learner” excel at music, we do not seek out the information which would disprove our interpretation of these events (can the auditory learner learn geography through hearing it? Can the visual learner become better at music by seeing it?).

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#22-Ask for feedback from your students.

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#19- Aim for the long term, not the short term.

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#12 Use “learning styles” to promote interest, not retention. As there is little evidence that catering to preferred learning styles actually enhances learning, cater to your students’ preferences instead in order to enhance their interest. If a student is enjoying the medium in which she is engaged, she will enjoy the learning, which will in turn motivate her to continue learning.

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# 21 - Maintain the variety.  Most teachers know that watching a video clip, then moving into discussion, then following that with a practical activity, all makes for a more interesting lesson than if they just stand at the front and talk. The reason that VAK works well may have less to do with its own effectiveness and more to do with the proverb about variety being the spice of life. “It has at least made teachers look at themselves and say ‘perhaps I sometimes do too much talking,’” says Dr. Bricheno. “There may be no such thing as different learning styles, but different teaching strategies certainly do exist, and teachers who have a wide range of strategies can increase the levels of engagement among their pupils.”

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#9 Don’t confuse preferences with styles, either. A favorite mode of presentation (e.g. visual, auditory, or kinesthetic) often reveals itself not to be a style of learning but a preference for tasks for which one has high ability and at which one feels successful.

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# 12- Use “learning styles” to promote interest, not retention. Little evidence to show catering to learning styles enhance learning. Students who enjoy learning will be motivated to continue learning.

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# 15- Use digital media to enhance your topic, not to address different learning styles. While including multimedia may be a good idea in general (variety in modes of presentation can hold students’ attention and interest, for example), it is not necessary to tailor your media to different learning styles. We shouldn’t congratulate ourselves for showing a video to engage the visual learners or offering podcasts to the auditory learners. Instead, we should realize that the value of the video or audio will be determined by how it suits the content that we are asking students to learn and the background knowledge, interests, and abilities that they bring to it. Rather than asking whether we engaged the right sense (or learning mode), we should be asking, what did students think about while they were in class?

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#17-  A quick fix is never the solution.

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#16- Remember that multi-modal learning enhances memory. It has long been known in the field of psychology that learning a concept in multiple ways (visually, verbally, kinesthetically, etc.) helps you remember it better. In the words of neurologist Judy Willis, “The more regions of the brain that store data about a subject, the more interconnection there is. This redundancy means students will have more opportunities to pull up all of those related bits of data from their multiple storage areas in response to a single cue. This cross-referencing of data means we have learned, rather than just memorized.”Pigeon-holing students into particular learning categories counteracts this effect.

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#8 Don’t confuse skills with styles. Ability is what you can do. Style is how you do it. One would always be happy to have more ability, but different styles should be equally desirable. Two basketball players may be of equal ability but have different styles on the court, one being a risk-taker and the other quite conservative in his play. Sometimes people say it’s obvious that there are learning styles because blind and deaf people learn differently. This is a difference in ability, not style.

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#8- Don’t confuse skills with styles. "Ability is what you can do. Style is how you do it."

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#12 -Use “learning styles” to promote interest, not retention. As there is little evidence that catering to preferred learning styles actually enhances learning, cater to your students’ preferences instead in order to enhance their interest. If a student is enjoying the medium in which she is engaged, she will enjoy the learning, which will in turn motivate her to continue learning.

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#15 : Use digital media to enhance topic, not address learning style

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#7  Brain Science :  Distinguishing between Correct & Incorrect Information

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# 1- Match your instruction to the content you are teaching.- Match learning style to what you are teaching, not the composition of learning styles in your classroom.

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#3 :  Using Learning Styles as Inspiration (short hook, video, discuss, lab)