Monday, 16 May 2016

What's being said... and What to do...?

What's being said...

There is a lot being said recently about debunking learning styles and the learning styles myth, which is good.  However, as a CELTA  teacher trainer, I'm really not sure what to do...

On the last couple of CELTA courses that I have been involved in as ACT, I have opted not to do the Learning Styles input session as I don't wish to promote something that I don't believe in - i.e. in terms of promoting the value of learning style preferences.  This inactive approach is clearly unsustainable: being neither satisfactory nor professional.  An input session including a focus on preferred learning styles has to be included as it is in the CELTA syllabus as a specific learning outcome that is assessed on the Focus on the Learner assignment -  see Cambridge CELTA Syllabus and Assessment Guidelines  on pages 6, 15 and 17.

What to do...?

This creates an issue.  What to do...? As the situation currently stands, I think it can be said that the whole learning styles preference issue is under debate and therefore, belief or non-belief in the value of such a focus seems to be personal and unresolved.   As a professional teacher trainer, I don't wish to impose my personal views on trainees, but neither can I continue avoiding the problem.  

Today I have been proactive in doing the following:


  • removing all material that promotes the value of learning styles preferences from my CELTA    
  • writing this blogpost asking -
Is it OK to raise awareness in CELTA input that the value of learning styles preferences is an issue currently under debate; and is it OK, on the other hand, to highlight the need for continued analysis of preferred learning styles for the Focus on the Learner assignment until this issue is resolved?

If you're a CELTA teacher trainer, how are you dealing with this issue?

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