I found this point to be especially interesting. As someone who didn't have a favorite subject in high school, I was constantly changing the modality of my learning to cater to the subject or the topic. I also had different learning preferences/expectations going into each class. And I know I am not the only one. In calculus, I was a strong proponent of lectures and independent work. In history, I enjoyed group work, discussion, and visual (videos, movies, etc.). In English, I was excited by assignments that allowed me to be more creative, whether in my writing or through various works of art. Regardless, my point still stands: how can a student have one, primary learning style? It seems virtually impossible, given the range of subjects we are learning at the same time (especially in high school).

Prior to reading this article, I wasn't quite sure why a "learning style" would be harmful to a student's education or a teacher's approach to lesson planning. However, I completely understand it now. As stated at the beginning of the article, the "learning style myth" implicates "that matching modality information to the modality of learning style is critical to student success." I have found this to be untrue for a host of reasons. Studies have shown that students do not have measurable or consistent learning styles that are directly connected to their academic success. Even though many students claim to be "visual" or "hands-on" learners, this may be a preference, rather than a style. On top of this, teachers who attempt to tailor their lessons to the "learning styles" of their students' risk missing potential opportunities. There is no evidence that teaching to a student's learning style results in better learning (it seems there is no impact, actually) and teachers should be more concerned with engagement over anything. Educators who employ multiple modes of learning in their lessons keep their students' attention and pique their interest which, in turn, leads to higher learning. In all, I am well-aware that learning styles are a much too simplistic way of approaching learning, and I will be wary if/when I come in contact with this term in the future. This article reinforces my philosophy that multi-modal learning is a great approach to take as an educator!