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

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