Many of us have heard that learning styles —visual, aural, or kinesthetic—are a thing, and we should choose the style that suits us to learn best. Recent studies, however, would tend to doubt this theory.

Research has shown that adapting teaching strategies to fit individual students’ needs doesn’t always improve learning. So what should we do? It turns out that using varied teaching techniques is more effective. For example, let’s say we’re going to learn a guitar chord. Instead of just being presented with a verbal instruction, it helps to see a visual diagram, and hear it at the same time, too. If the student can have a go themselves, to experience how it feels, even better.

Although many of us have a preferred method of absorbing information, learning isn’t always improved by following one style. Regardless of our favourite learning style, our brains are more sophisticated and process information using multiple senses (sight, sound, and touch).

I sometimes wonder if the whole idea of learning styles creates a sort of “learned helplessness” in students, too. What if a student considers themselves a visual learner, and they need to do an ear training activity? Or if they think of themselves as an aural learner, but need to learn how to read notation? I can see how these false beliefs might potentially limit their growth by avoiding challenges outside their (so called) strengths. Believing they “can’t learn that way” may become a self-fulfilling prophecy.

Key takeaways:

Current research supports the idea of using a variety of teaching methods that engage the senses, rather than focusing on individual learning styles. It might be that students should maximise the time they spend actively learning by doing, instead of listening to a lecture on a topic with brief moments of playing in-between. This helps students build better muscle memory.

At Accelerator Guitar Lab, students practice and learn their songs in lessons, with the teacher. This means they go home without the burden of homework. The hard work has already been done!

My interactive song library allows students to hear the music, as they see the notes on screen and play along, engaging three senses at once.

Spaced repetition is also a key part of learning. I’ve created interactive quizzes for things like chord shapes, note names, and rhythm symbols.

All of this makes for an enjoyable and effective learning experience.

Interested in booking a trial lesson to see the difference?

Get in touch: leedsguitartutor.co.uk

Sources:

• Freeman, S., et al. “Active learning increases student performance in science, engineering, and mathematics.” Proceedings of the National Academy of Sciences, 111.23 (2014): 8410-8415.
• Prince, M. “Does active learning work? A review of the research.” Journal of Engineering Education, 93.3 (2004): 223-231.
• Cepeda, N. J., et al. “Distributed practice in verbal recall tasks: A review and quantitative synthesis.” Psychological Bulletin, 132.3 (2006): 354-380.
• Kang, S. H. K. “Spaced Repetition Promotes Efficient and Effective Learning: Policy Implications for Instruction.” Policy Insights from the Behavioral and Brain Sciences, 3.1 (2016): 12-19.
• Goolsby, T. W. “Profiles of undergraduate music education majors in aural skills classes.” Journal of Research in Music Education, 42.1 (1994): 33-47.
• Byo, J. L. “Classroom teachers’ and music specialists’ perceived ability to implement the National Standards for Music Education.” Arts Education Policy Review, 99.5 (1998): 30-35.