Learners should strive develop skills associated with all learning style dimensions regardless of the flavour of learning style inventory used. Otherwise they may continue their education significantly disadvantaged by certain teaching modalities.

Making learners aware of their weaknesses and helping them overcome this is as important as teaching to one’s favoured instructional style.

Regardless of learning style instruction needs to be presented in a range of modalities. Learning and teaching style inventories such as the Felder Silverman model are an excellent framework to help ensure that your teaching style spans a range of diverse teaching modalities.

By varying these modalities, a learner is likely to have increased interest and attention and thus engage with the learning activities to a greater extent resulting in better learning.

This is opposed to the teacher that uses only one or two modalities, thus boring the pants of the class, students loose interest and concentration and thus do not fully engage resulting in less learning.

The problem is not that learning styles don’t exist. Its that they’re often miss understood, misused and seen as a quick fix answer for overcoming to poor or lazy instruction or teaching.

I wouldn’t say that religion is something that any devotee follows blindly – that’s probably another discussion, though.

Depending on the needs of the child, yes, exclusion – a highly-charged, tendentious word in education – can meet everyone’s needs better. I interpreted JTHRC’s comment as one that referenced some of the less valuable inclusion practices, some so arbitrary that they aren’t even based on [and don't address] the needs set out clearly in an IEP. I may be wrong.

Also, are you supporting JTHRC’s position about the benefits of excluding children with special needs from classrooms? I hope I’m not reading it incorrectly however your statement “group kids so sensibly” seems to support it. I’m sure you must realize charter schools deal with special needs children in the classroom as well.

The honesty to which a public school would have to commit to group kids so sensibly would offend 99% of those who have ever stepped foot in an education school. That other 1%? They’re mostly at charters.

Facts aren’t the worst thing in the world.

There is a difference between student “needs,” which can be identified deficiencies or other irregularities [I do not mean this in a pejorative way] that require specific attention, adjustments and interventions, and committing to multiple modalities out of a blind belief in VAK theory.

NOTE TO ASPIRING TEACHERS: Do not cite Willingham’s theories. You will never get hired.

Also, the examples of learning he includes in this video are factual, rote information only, not what most of us are promoting in our classrooms.