Revisiting the Plausibility of Learning Style Theories with Evidence of Kinesthetic Perception: A Literature Review and Proof of Concept Towards Justifying Differentiated Instruction

Abstract

In spite of evidence against learning style theories, educators feel the need for individualized instruction. Complex concepts may require a robust instructional design, learner feedback, and sound understanding of the learning process. This suggests the need to rethink the potential of learning styles in academic success. This paper hypothesizes that inherent traits of learners predisposes them to processing information in a certain way, requiring differentiated instruction for complex concepts. A proof of concept of clarifying the hundredths place for the learner with kinesthetic perception is presented. It is argued that differentiated thematic instruction with movement is ideal to enforce this learning. Success of this methodology suggests its applicability to next-generation classrooms for better comprehension and retention of the subject matter.