In your article “Style without substance” (TES, July 27), rather than rubbish the learning styles approach used by many teachers (“from a neuroscientific point of view it is nonsense”), what Baroness Greenfield should admit is that so far, neuroscientists and psychologists have failed to find a scientific basis for what teachers observe every day that learners learn best in many ways. Instead of denying that people have preferred learning styles, she and her colleagues should explore these differences and look for possible reasons.

“Learning styles” is about understanding how individuals find it easy to learn and what they find hard, and then working with them to create well-rounded learners competent visually, verbally, kinaesthetically sometimes presenting work in their preferred learning styles to generate success, and sometimes challenging them to tackle the approaches they struggle with.

Roger Broadie

Director,

Broadie Associates Ltd, Chatteris, Cambs