Learning Styles and CPD

Summary

This is an exploration of the issue of how educational psychologists engaged in CPD might best learn, with particular reference to the possible usefulness of learning styles. Research findings on the definition and measurement of learning styles are briefly summarised and some examples described. Study of the research on the use of learning styles to promote effective learning finds more negative than positive results. However, it reveals some evidence that some learning styles are better for learning in general, that better learning can sometimes be obtained by matching methods of learning to individual learning styles, that some learning styles might be better for different kinds of study or task, and that learning can be improved by making learners more aware of their learning styles. The possibility is raised that teaching by methods deliberately mismatched to learning styles could also have value.

Unfortunately, there is little in the research literature that provides any detail about how any particular profession might use learning styles effectively. Here, the possible use with educational psychologists of one promising and easily available measuring instrument is discussed and compared with alternative courses of action. One such alternative is to discard the use of learning styles in favour of making learning activities fit general criteria for effective learning. Sources for this process are quoted. It is suggested that the CPD co‐ordinators’ network currently being set up by a DECP standing committee could be a useful forum for further discussion of these issues.

Additional information

Notes on contributors

J. Presland

John Presland is Principal Educational Psychologist for Wiltshire County Council.