(http://books.google.lv/books?

id=aA4yxDlh_wEC&printsec=frontcover&hl=lv&source=gbs_ ge_summary_r&cad=0#v=onepage&q&f=false) The teaching of any subject matter is usually based on an analysis of the nature of the subject itself and the application of teaching and learning principles drawn from research and theory in educational psychology. The result is generally referred to as a teaching method or approach, by which we refer to a set of core teaching and learning principles together with a body of classroom practices that are derived from them

(http://books.google.lv/books?id=9mQ9l3K73BoC&printsec=frontcover&hl=lv&source=gbs _ge_summary_r&cad=0#v=onepage&q&f=false) (http://teaching.uncc.edu/articles-books/best-practice-articles/instructionalmethods/150-teaching-methods) INTRODUCTION Teaching is extraordinarily important, complex, and demanding
work, and a teacher's workday consists of making hundreds of decisions that promote high-level student learning. Much pedagogical research has focused on the concept of "learning styles." Several authors have proposed that the ability to typify student learning styles can augment the educational experience. As such, instructors might tailor their teaching style so that it is more congruent with a given student's or class of students' learning style. Others have argued that a learning/teaching style mismatch encourages and challenges students to expand their academic capabilities. Best practice might involve offering courses that employ a variety of teaching styles. Several scales are available for the standardization of learning styles. These scales employ a variety of learning style descriptors and are sometimes criticized as being measures of personality rather than learning style. Learning styles may become an increasingly relevant pedagogic concept as classes increase in size and diversity. This review will describe various learning style instruments as well as their potential use and limitations. Also discussed is the use of learning style theory in various concentrations including pharmacy.

(http://www.questia.com/read/1G1-196384012/learning-styles-a-review-of-theoryapplication)
A benchmark definition of "learning styles" is "characteristic cognitive, effective, and psychosocial behaviors that serve as relatively stable indicators of how learners perceive, interact with, and respond to the learning environment. (10) Learning styles are considered by many to be one factor of success in higher education. Confounding research and, in many instances, application of learning style theory has begat the myriad of methods used to categorize learning styles. No single commonly accepted method currently exists, but alternatively several potential scales and

classifications are in use. Most of these scales and classifications are more similar than dissimilar and focus on environmental preferences, sensory modalities, personality types, and/or cognitive styles.

http://www.questia.com/library/education/educational-psychology/learning-stylesand-theories/learning-styles