Daniel Willingham:

A teacher from the UK has just written to me asking for a bit of clarification (EDIT: the email came from Sue Cowley, who is actually a teacher trainer.)
She says that some people are taking my writing on the experiments that have tested predictions of learning styles theories (see here) as implying that teachers ought not to use these theories to inform their practice.
My own learning style is Gangnam
Her reading of what I’ve written on the subject differs: she thinks I’m suggesting that although the scientific backing for learning styles is absent, teachers may still find the idea useful in the classroom.
The larger issue–the relationship of basic science to practice–is complex enough that I thought it was worth writing a book about it. But I’ll describe one important aspect of the problem here.
There are two methods by which one might use learning styles theories to inspire ones practice. The way that scientific evidence bears on these two methods is radically different.