Chapter 6 - Reasons for Not Matching Instruction to Individual Differences
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AbstractEven though matching instructional features to personality characteristics and learning styles has intuitive appeal and some supporting research evidence, a well-balanced account of adapting instruction to individual differences needs to include evidence not supporting the matching approach, as well. It is necessary to consider that matching might not always be a good idea, for four reasons. First, many studies do not show an increase in student learning performance from matching instruction to learning styles. Second, at times it might be good to challenge students to become more well-rounded by using less preferred personality traits and learning styles. Third, a perceived mismatch between a librarian’s personality and learning style characteristics and students’ can encourage the librarian to improve his or her instruction. Fourth, at times it may be better to match instructional methods to subject content than individual student characteristics.

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