Diversified Learning Methods
As educators, we all want our students to succeed. But sometimes we forget that students learn in different ways. Some students like to see information, others prefer to hear it, and some need to do activities with their hands. When we use only one teaching method, we leave some students behind.
Most of us still teach the same way – we stand in front and talk while students sit and listen. But research shows this approach doesn’t work for everyone. Papadatou-Pastou found that teachers have very different ideas about how students learn, which creates confusion in classrooms. Also, Hermini discovered that 78% of students prefer visual learning, but many feel disconnected from traditional teaching methods. When students don’t understand material well, they become less motivated and engaged (Hermini et al., 2021).
Multiple Teaching Methods in One Class
I propose a simple change: use three different teaching methods in every class session. For example, start with short visual presentation (slides or videos), then have students work in small groups to discuss the topic, and finish with hands-on activity or practical exercise.
This approach helps different types of learners. Alonso-Martín found that students show preferences for reflective, theoretical, and pragmatic learning styles at different times. Jääskä and Aaltonen studied 22 university teachers and found that when teachers use game-based and interactive methods, students become more motivated and get memorable learning experiences. Their research showed that students learn better when they can “learn by doing” in safe environments where they can make mistakes without serious consequences. Students also develop important skills like teamwork and problem-solving through these interactive approaches.
This inclusive approach makes learning more accessible for all students. It creates classroom where everyone can participate and succeed, regardless of their background or learning preferences. However, Jääskä and Aaltonen remind us that some students might find new methods stressful at first, so we should introduce changes gradually.
References:
Alonso-Martín, P., Cruz-Díaz, R., Granado-Alcón, C., Lago-Urbano, R. and Martínez-García, C. (2021) ‘Variability of Higher Education Students’ Learning Styles Depending on Gender, Course, Degree and Institutional Context’, Sustainability, 13(4), p. 1659.
Hermini, H., Upa, R. and Wahyono, E. (2021) ‘Students’ Learning Styles in Higher Education’, Ethical Lingua, 8(1), pp. 159-167.
Jääskä, E. and Aaltonen, K. (2022) ‘Teachers’ experiences of using game-based learning methods in project management higher education’, Project Leadership and Society, 3, p. 100041.
Papadatou-Pastou, M., Touloumakos, A.K., Koutouveli, C. and Barrable, A. (2021) ‘The learning styles neuromyth: when the same term means different things to different teachers’, European Journal of Psychology of Education, 36(2), pp. 511-531.