Now, if you know me, you probably already know my position:
Learning styles aren’t real.
They’re what I like to call one of the “great unicorns of education.”
Why unicorns? Because they look cool—like a horse with a horn—but they don’t actually exist… unless, of course, you tape a horn on a horse.
So What Do You Do When Someone Asks About Learning Styles?
Here’s the thing: you don’t want to tell an interviewer they don’t know what they’re talking about. That’s not going to help you land the job or build rapport. Instead, assume one of two things:
- A) They’re testing you.
- B) They genuinely don’t know that the concept of learning styles is outdated—and that’s okay.
It’s a bit like being a physicist and having someone ask if you believe in some fringe theory. They’re not trying to be wrong—they just aren’t in your field.
So here’s how I handle this question:
I don’t correct them, and I don’t say learning styles are real, either.
Instead, I pivot—and treat the question as if they had asked: “How do you design instruction to support different types of learners?”
Here’s the structure I use when I respond. It’s helped me handle this question successfully every single time:
1. How People Learn – Learning Taxonomies
I start by talking about learning taxonomies—like Bloom’s Taxonomy. We begin with low-level knowledge (facts, basics) and move to higher-order thinking (analysis, application, transfer).
I explain how my instructional design supports this progression: From remembering → understanding → applying → creating.
2. Dual Coding & Multimedia Principles
Next, I talk about how people learn better when we use multiple types of media together—like combining visuals with text.
This isn’t about catering to “visual learners” or “auditory learners”—it’s about evidence-based strategies like dual coding and the multimedia principle (from cognitive psychology).
People retain information better with both text and visuals than with either alone.
3. Delivery Strategies – Engaging Diverse Learners
Then I get into how I actually deliver content. I use:
- Problem-Based Learning
- Game-Based Learning / Gamification
- Chunking strategies
- Multiple media formats
It’s all about using varied, effective methods to support learners with different backgrounds, motivations, and prior knowledge—not learning styles.
4. Engagement & Cognitive Load
Finally, I talk about learner engagement.
It’s not enough to present the content—you have to keep learners motivated and manage cognitive load.
I explain what cognitive load is (if needed) and how I reduce unnecessary distractions while keeping the content rich and engaging.
The Result?
Every time I’ve answered like this, the conversation moves on. They don’t push back. They don’t re-ask about learning styles. Why? Because I gave a solid, thoughtful answer that addressed what they meant, not just what they said.
And if they do circle back because they are testing me, I might gently mention that “learning styles” have been defined in dozens of ways (over 70+, actually), and we don’t have strong evidence that teaching to them makes a difference. But usually, I don’t even need to go there.
My goal is always this:
- Make them feel heard.
- Give them a thoughtful, evidence-based response.
- Walk away having taught them something—without making them feel wrong.
So if you’re ever asked about learning styles in an interview, now you know how to handle it like a pro.
Here is my video where I go into more detail: