Revisiting the Plausibility of Learning Style Theories with Evidence of Kinesthetic Perception - A Literature Review and Proof of Concept towards Justifying Differentiated Instruction
48 Pages Posted: 27 Dec 2021 Last revised: 25 Aug 2022
Date Written: September 5, 2021
Learning style theories are considered a myth in modern pedagogy. Yet, there has been considerable emphasis on individualized instruction. Clearly, it is not incorrect to say that there may be complex concepts that require a step further: a robust design of instruction inviting feedback of learners and a process that includes dissecting their learning process. Going by this idea, one may want to rethink whether there is a potential of applying learning styles to achieve academic success. In this paper, it is hypothesized that learners may be predisposed to processing information in a certain way because of their inherent traits. These differences indicate the need for differentiated instruction for certain complex concepts, if not all lessons. To support this assumption, a proof of concept of a methodology is presented that aims to clarify the hundredths place for the learner, who displays traits of dominant kinesthetic perception. It is argued that differentiated thematic instruction with the use of movement is ideal to enforce this learning. The results were found to be favorable and learning success was achieved while following recommended best practices in pedagogy. The paper provides evidence of implementation of similar approaches in next-generation classrooms for better comprehension and retention of the subject matter.
Keywords: kinesthetic perception, thematic learning, differentiated instruction, learning and movement, mathematics success, teaching place value, movement, storytelling, language, poetry, whole-person approach, personalized learning
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