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More Text in 10 Point Font Size
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Learning styles are various approaches or ways of learning. They involve educating methods, particular to an individual, that are presumed to allow that
individual to learn best. Most people prefer an identifiable method of interacting with, taking in, and processing stimuli or information. Based on this
concept, the idea of individualized "learning styles" originated in the 1970s, and acquired "enormous popularity".

Proponents say that teachers should assess the learning styles of their students and adapt their classroom methods to best fit each student's learning style,
which is called the "meshing hypothesis".

The basis and efficacy for these proposals are extensively criticized. Although children and adults express personal preferences, there is no evidence that
identifying a student's learning style produces better outcomes, and there is significant evidence that the widespread "meshing hypothesis" (that a student
will learn best if taught in a method deemed appropriate for the student's learning style) is invalid.[1] Well-designed studies "flatly contradict the popular
meshing hypothesis".
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The David A. Kolb styles model is based on the Experiential Learning Theory, as explained in his book Experiential Learning: Experience as the source of
learning and development (1984).[4] The ELT model outlines two related approaches toward grasping experience: Concrete Experience and Abstract
Conceptualization, as well as two related approaches toward transforming experience: Reflective Observation and Active Experimentation. According to
Kolb's model, the ideal learning process engages all four of these modes in response to situational demands. In order for learning to be effective, all four of
these approaches must be incorporated. As individuals attempt to use all four approaches, however, they tend to develop strengths in one experiencegrasping approach and one experience-transforming approach. The resulting learning styles are combinations of the individual's preferred approaches.
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Same Text in 8 Point Font Size

Learning styles are various approaches or ways of learning. They involve educating methods, particular to an individual, that are presumed to allow that individual to learn best. Most people prefer an
identifiable method of interacting with, taking in, and processing stimuli or information. Based on this concept, the idea of individualized "learning styles" originated in the 1970s, and acquired
"enormous popularity".

Proponents say that teachers should assess the learning styles of their students and adapt their classroom methods to best fit each student's learning style, which is called the "meshing hypothesis".

The basis and efficacy for these proposals are extensively criticized. Although children and adults express personal preferences, there is no evidence that identifying a student's learning style produces
better outcomes, and there is significant evidence that the widespread "meshing hypothesis" (that a student will learn best if taught in a method deemed appropriate for the student's learning style) is
invalid.[1] Well-designed studies "flatly contradict the popular meshing hypothesis".

The David A. Kolb styles model is based on the Experiential Learning Theory, as explained in his book Experiential Learning: Experience as the source of learning and development (1984).[4] The ELT
model outlines two related approaches toward grasping experience: Concrete Experience and Abstract Conceptualization, as well as two related approaches toward transforming experience:
Reflective Observation and Active Experimentation. According to Kolb's model, the ideal learning process engages all four of these modes in response to situational demands. In order for learning to
be effective, all four of these approaches must be incorporated. As individuals attempt to use all four approaches, however, they tend to develop strengths in one experience-grasping approach and
one experience-transforming approach. The resulting learning styles are combinations of the individual's preferred approaches.
Same Text in 6 Point Font Size

Learning styles are various approaches or ways of learning. They involve educating methods, particular to an individual, that are presumed to allow that individual to learn best. Most people prefer an identifiable method of interacting with, taking in, and processing
stimuli or information. Based on this concept, the idea of individualized "learning styles" originated in the 1970s, and acquired "enormous popularity".

Proponents say that teachers should assess the learning styles of their students and adapt their classroom methods to best fit each student's learning style, which is called the "meshing hypothesis".

The basis and efficacy for these proposals are extensively criticized. Although children and adults express personal preferences, there is no evidence that identifying a student's learning style produces better outcomes, and there is significant evidence that the
widespread "meshing hypothesis" (that a student will learn best if taught in a method deemed appropriate for the student's learning style) is invalid.[1] Well-designed studies "flatly contradict the popular meshing hypothesis".

The David A. Kolb styles model is based on the Experiential Learning Theory, as explained in his book Experiential Learning: Experience as the source of learning and development (1984).[4] The ELT model outlines two related approaches toward grasping experience:
Concrete Experience and Abstract Conceptualization, as well as two related approaches toward transforming experience: Reflective Observation and Active Experimentation. According to Kolb's model, the ideal learning process engages all four of these modes in
response to situational demands. In order for learning to be effective, all four of these approaches must be incorporated. As individuals attempt to use all four approaches, however, they tend to develop strengths in one experience-grasping approach and one
experience-transforming approach. The resulting learning styles are combinations of the individual's preferred approaches.
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