When reading about different learning styles, I came across this study in the book, Special Populations in Gifted Education: Understanding Our Most Able Students From Diverse Backgrounds, edited by J.A. Castellano, A.D.Frazier. This study was fascinating to me as an educator and made me question how I plan lessons to maximize classroom learning and engagement.

Often schools find themselves stuck in a rut when it comes to school improvement. They recognize that their staff may need to change their teaching styles, strategies, content and coverage to ensure that learning improves, yet the pace of change is too slow. Inevitably, when lessons lack rigor or challenge, and when students are bored, behavior alters; withdrawal, seeking alternative ways to entertain themselves, chatting, not listening are all tell-tale signs. Often this can be down to long-serving teachers who are reticent or lack confidence or don’t know what to do to change how they do things.