Anderson 2001

[see: Tailoring Assessment to Student Learning Styles]

We each have a learning style on each continuum, just in different places along the line. Most of us can move up and down these continuums.

In the literature learning styles have been connected to classroom performance. To discuss learning styels is ultimately to discuss differential performance of certain groups and the relationship between teaching styles and learning styles of diverse populations.

Two factors that probably have the most impact on students' learning styles and group differences are class and prior educational experiences (be they in the family or the school).

The students who will be most successful in college move from the Affective (people-oriented) toward the Analytical side.

Cohort comparisons: looking at clusters of behaviours that we see in groups. What clusters of behaviours are associated with success or faillure in beginning science or math courses, for example?

He is working on an instrument that has been pilot-tested for reliability and validity - and profiles generic learning styles and also correlates that information with other critical dimensions, such as student-student interaction and student-instructor interaction.

Needs of diverse learners:
Develop a strong teaching initiative around a more general area and then incorporate attention to diverse learning styles into it. Or create cooperate learning communities, provided that they are designed to accommodate diverse groups. Diversity is not as present as it should be in learning community research. There's an inherant acssumption that learning communities automatically account for diversity. If you set up coluntary learnign communities, diverse studens will not necessarily sign up.