Debunking the myth of Visual, Auditory and Kinaesthetic learning – Victoria Littler

The notion that visual, auditory and kinaesthetic teaching methods aid pupil learning has persisted for decades within the profession; yet there is little evidence to support the idea that using these approaches is beneficial.

While it is clear that incorporating a range of activities of varying length, pace and difficulty is an important factor in ensuring the engagement of students, Tesia Marshik, in the video below, argues that there are many other more important factors involved in the messy process of learning including:

  • Prior knowledge and experiences of students
  • A pupil’s working memory capacity
  • The possibility for multi-sensory approaches to teaching and learning

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s