Teaching for multiple intellgences

Since this blog began by discovering how technologies can be used to cater for a multiply intelligent audience, I think this site deserves to be listed and quoted here:
Do Visual, Auditory, and Kinesthetic Learners Need Visual, Auditory, and Kinesthetic Instruction?


I quote the beginning of the article by Daniel T. Willingham:

Question: What does cognitive science tell us about the existence of visual, auditory, and kinesthetic learners and the best way to teach them?

The idea that people may differ in their ability to learn new material depending on its modality—that is, whether the child hears it, sees it, or touches it—has been tested for over 100 years. And the idea that these differences might prove useful in the classroom has been around for at least 40 years.

What cognitive science has taught us is that children do differ in their abilities with different modalities, but teaching the child in his best modality doesn’t affect his educational achievement. What does matter is whether the child is taught in the content’s best modality. All students learn more when content drives the choice of modality. In this column, I will describe some of the research on matching modality strength to the modality of instruction. I will also address why the idea of tailoring instruction to a student’s best modality is so enduring—despite substantial evidence that it is wrong.

Now that's an interesting statement. I can strongly recommend having a look at the details!