What it says. The popular idea that each student has a fixed learning style, such as visual or auditory, and learns best when taught in that style, is not supported by evidence. Careful studies do not find that matching instruction to a claimed style improves learning. Students do have preferences, but teaching to a supposed style does not help, and believing ability is tied to a style can be limiting.

What it means for your teaching. Do not sort students into styles or design separate paths around them. Instead, present important material in more than one way for everyone, which is what Universal Design for Learning recommends and what the evidence supports. Match the format to the content, a diagram for spatial relationships or practice for a skill, rather than to a label on the student. Good teaching is evidence-based, and part of that is letting go of appealing ideas that do not hold up.