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5. LEARNING STYLES 28

5.1 Short introduction on the aims and background information of the section
Ever have learners lose their focus during some parts of a lesson, but stay alert during others?
This may be attributed to their learning style or preference. Although learners may have a
preference of learning style, it doesn’t mean that educators need to separate their students into
groups and teach their lessons in different ways. Some people may find that they have a
dominant style of learning, which they use throughout all their learning processes, whilst others
may find that they use various styles in different circumstances. Nonetheless all that is
absolutely right as it is. There is no right or wrong mix. Nor are individuals’ learning styles fixed,
therefore these may adapt according to the learning situations a person finds him/herself in.
Consequently, there is no single, universal set of learning styles, educators should use a set that
works well for their group. It has been found, that in formal learning as traditional schooling,
linguistic/verbal and logical teaching methods are usually used, alongside a limited range of
teaching techniques which rely on book-based teaching and much repetition. In non-formal
learning though, while dealing with low qualified adults, the teaching style should be adapted
to the desired learning styles, which should almost always be a mix of the different styles.

Photo Source: https://medium.com/erika-harano

Therefore, the question arises, — how might educators/facilitators – integrate more effectively
all learning styles into the learning environments they are working in?

There are three goals of this part of the Toolkit:
1. Learn about learning styles
2. Discover that there are many learning styles
3. Discover how our learning styles can improve how we learn.