The idea of individualized learning styles originated in the 1970s, and has greatly influenced education. Proponents recommend that teachers assess the learning styles of their students and adapt their classroom methods to best fit each student's learning style. Although there is ample evidence that individuals express preferences for how they prefer to receive information, few studies have found any validity in using learning styles in education. Critics say there is no evidence that identifying an individual student's learning style produces better outcomes. There is evidence of empirical and pedagogical problems related to the use of learning tasks to "correspond to differences in a one-to-one fashion." Well-designed studies contradict the widespread "meshing hypothesis", that a student will learn best if taught in a method deemed appropriate for the student's learning style.
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