Dan Willingham’s video about the lunchmeat “learning styles” (LS) has generated lots of discussion in the proverbial blogosphere. Matthew Tabor has a post with links to six sources. It’s pretty interesting that so much of the buzz about the video has focused on the putative auditory-visual LS. Dan pretty expressly aimed at an extended list of the things early in the video. But, A-V’s the one he used to make the points, and that’s probably good, because it’s probably the most popular of the bologna approaches.
Over on Ken’s D-Ed Reckoning, I dropped a comment on his post (and his post provides a good exposition on the subject of LS. In my comment, I promised to post an image showing the relative benefits of basing reading instruction on auditory-vs-visual LS. styles. It’s at the right. The yellow columns are standards for (left to right) weak effects (0.2), modest effects (0.3), pretty good effects (0.5), and outstanding effects (0.7). The purple bar is the effect size (0.144) that Kavale and Forness (1987) found when they analyzed 39 studies (205 effect sizes) of modality-based reading instruction.
Continue reading ‘More discussion of Dan’s LS video’
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