A learning style is an educating method, particular to an individual that is presumed to allow that individual to learn best. It is commonly believed that most people favor some particular method of interacting with, taking in, and processing stimuli or information.Fact: date=December 2007 Based on this concept, the idea of individualized "learning styles" originated in the 1970s, and has gained popularity in recent years.Fact: date=December 2007 It has been proposed that teachers should assess the learning styles of their students and adapt their classroom methods to best fit each student's learning style.Fact: date=December 2007

Models and theories

'' Over 80 learning'' style models have been proposed, each consisting of at least two different styles.

Kolb / Experiential Learning Theory Model

The Kolb learning styles model is based on Experiential Learning Theory, as explained in David A Kolb's book Experiential Learning: Experience as the source of learning and development (1984). The ELT model outlines two related approaches toward grasping experience: Concrete Experience and Abstract Conceptualization, as well as two related approaches toward transforming experience: Reflective Observation and Active Experimentation. According to Kolb's model, the learning process engages all four of these modes in response to situational demands. The Learning Style Inventory is the assessment born of this model. An individual may exhibit a preference for one of the four styles – Accommodating, Converging, Diverging and Assimilating – depending on his approach to learning via the experience learning theory model.

Other models

Aiming to explain why aptitude tests, school grades, and classroom performance often fail to identify real ability, Robert J. Sternberg listed various cognitive dimensions in his book Thinking Styles (1997). Several other models are also often used when researching learning styles. This includes the Myers Briggs Type Indicator (MBTI), Howard Gardner's Multiple Intelligence Model and the DISC assessment.

Jackson's neuropsychological hybrid model of learning in personality argues Sensation Seeking provides a core biological drive of curiosity, learning and exploration. A high drive to explore leads to dysfunctional learning consequences unless cognitions such as goal orientation, conscientiousness, deep learning and emotional intelligence re-express it in more complex ways to achieve functional outcomes such as high work performance. Evidence for this model is allegedly impressive (Jackson, 2005; Jackson, 2008; Jackson, Hobman, Jimmieson & Martin, 2008; O'Connor & Jackson, 2008). It is a new model of learning and therefore remains in need of verification by independent research. Siadaty & Taghiyareh (2007) report that training based on Conscientious Achievement increases performance but that training based on Sensation Seeking does not. These results strongly support Jackson's model since the model proposes that Conscientious Achievement will respond to intervention whereas Sensation Seeking (with its biological basis) will not.