ABSTRACT
Up until fairly recently, there was a column on every lesson plan and scheme of work I was asked to produce. Alongside columns indicating, not unreasonably, how tasks would be assessed, how I would differentiate and timings of each activity, was another column, headed ‘learning style’. In this column, I was expected to describe how each activity related to a different style in which students learned, either Visual (V), Audio (A) or Kinaesthetic (K). The aim being was, of course, to show that I had planned and catered for different learning styles in each lesson, in order to ensure that students with different categories of approach had their needs met, and no one was left out of the lesson because they preferred to see information in a film (V) rather than, say, absorb it in the form of Japanese Noh theatre (K).
