The trendy notion that each person has a unique learning style comes under an especially withering assault. “How should I adjust my teaching for different types of learners?” asks Mr. Willingham’s hypothetical teacher. The disillusioning reply: “No one has found consistent evidence supporting a theory describing such a difference. . . . Children are more alike than different in terms of how they think and learn.”
The Wall Street Journal has Christopher F. Chabris’s review of Daniel T. Willingham’s Why Don’t Students Like School: A Cognitive Scientist Answers Questions About How the Mind Works and What It Means for the Classroom.