Learning styles relate to the idea that individuals prefer to learn in different ways. The value, or even the existence, of learning styles is a deeply controversial subject. Many psychologists challenge the validity of much learning styles theory, arguing that an understanding of individual learning differences does not in fact lead to any significantly beneficial impact on learning. Equally, others argue that by understanding learning styles we can enhance the effectiveness of learning.

There are many different learning styles theories, including Kolb's experiential learning model (Kolb, 1984) and adapted by Honey and Mumford (1982), and Fleming's VARK model (2001–10; detailed below). Learning styles theories are linked to discussions of personality and individual difference, including theories of multiple intelligence (having a musical intelligence, for example). Critics of learning styles theory suggest that there is limited evidence of their actual impact – see Revell (2005), Coffield (2004) and Hargreaves et al. (2005).

In practice we suggest a gentle, pragmatic compromise. An awareness of learning styles and their application is a good way to direct your focus to the learner, and to develop your appreciation that people learn things in different ways. It is important not to make assumptions about your learners (such as ‘all art students are visual learners’), or explicitly categorize learners based on your knowledge of them (labelling them).

Be prepared for different learning styles by creating a variety of routes into your teaching – this can be as simple as some verbal input from you, a written handout or reading list, diagrammatic explanations of concepts and some activity-based learning. Including a variety of activities that cater to different learning styles will also reduce the potential for learners to become lost, distracted or bored.

The two dominant expressions of learning styles are those by Kolb and VARK. It is not the purpose of this book to go into detail (see the references for a more extensive discussion) but they do share some key elements:

• Kolb describes for four types of learner: those that prefer reflection, activity, practical outcomes or theory. You can then apply a range of learning and teaching interventions to best match this variety.

• VARK has four (different) types of learner: