Question

Passage: For two decades, many teacher-training courses taught that pupils learn best when lessons match their preferred 'learning style' — visual, auditory or kinaesthetic. The idea was attractive partly because it flattered everyone involved: teachers felt responsive, and pupils felt understood. What it lacked was the right kind of evidence. Showing that pupils have preferences, or that they enjoy lessons in their favoured mode, is not the same as showing that matching improves learning. For that, researchers needed to teach each group in both modes and find that 'visual' pupils learned more from visual lessons while 'auditory' pupils learned more from auditory ones. When studies were designed this way, that crossover pattern rarely appeared. None of this means that variety is pointless. A diagram of the circulatory system helps almost every learner, whatever label they have been given, because the content itself is spatial. The mode, in other words, should follow the material, not the pupil's label. — Question: Which classroom decision would the author most likely support?

Accepted Answer

Using a map to teach a river's route because the information is spatial

Answer

Giving 'auditory' pupils a recording and 'visual' pupils the printed text

Answer

Removing diagrams from lessons because learning styles do not exist

Answer

Testing every pupil's style first so that each group gets its own mode

Passage: For two decades, many teacher-training courses taught that…