There is distinguished best way to teach; however, those who teach should diversify their teaching styles to gratify to the learning styles and preferences of each distinctive student (Michael, Prithishkumar, 2014). Awareness of preferred educational learning amongst students makes it necessary for teaching to fluctuate between the traditional teacher-centric lectures to a reciprocating, student-centric atmosphere associating numerous learning-teaching strategies (Michael, Prithishkumar, 2014). Diverse modalities of knowledge presentation are imperative to effectively mold to student learning preferences. Certain individuals with a multimodal educational preference require the same objective presented in multiple modes in order to completely comprehend the material while the remainders can effectively learn utilizing any single one of their multiple preferences. Studies have concluded instructors who try to match their teaching with student’s preferred learning preference, students achieved higher scores than when mismatched and also made learning easier and more enjoyable (Khanal et al., 2014).
Learning styles refer to modes of gathering, interpreting, processing, organizing, and reflecting about learned material. Students possess a broad diversity in learning alternatives. It is imperative for those whom teach to effectively deliver material and information in accordance to the essential demands of the student. Because the majority of learning is multimodal, multiple modalities of knowledge presentation are necessary to hold the attention and motivation of students requiring a transition between the teacher centric lectures to an interactive student centric multimodal approach. Students learn proficiently as long as the teaching approaches encompass a combination of activities that exhilarate and foster the visual, aural, read‐write and the kinesthetic sensory modalities.
References
Michael, S.A., Prithishkumar, I.J. (2014). Understanding Your Student: Using the VARK Model. Journal of Postgraduate Medicine, 60(2), 183-186.
Khanal, L., Koirala, S., & Shah, S. (2014). Exploration of Preferred Learning Styles in Medical Education Using VARK Model. Russian Open Medical Journal, 3, 1-8. DOI: 10.15275/rusomj.2014.0305.
Order this paper