Approach: There are a number of approaches to learning style identification available for programs. The one recommended by the colleges’ Adult Literacy Educator is derived from Human Dynamics and is directed at education.

b. Instructional approaches: An important aspect of managing the learning of the class is the choice of instructional approach used by the practitioner. This choice not only determines the success of the learner in reaching learning outcomes successfully, but can be seen as an essential part of classroom management. Every good adult literacy practitioner has a variety of instructional approaches to offer variety and maintain interest in the literacy classroom. Two articles from Focus on Basics, Barbara McDonald’s The Impact of Content-Based Instruction, and Wrigley, Sprunk and Heide’s Knowledge in Action: The Promise of Content-Based Learning, provide a sample of the many practitioners who encourage experimentation in instructional approaches. Tying these instructional approaches to the selfmanagement of and personal empowerment in learning, however, requires the practitioner to be cognizant of the learning styles of each learner and choose instructional approaches in line with the learner’s style. A best practice related to instructional approaches:

The selection of instructional approaches in the LBS classroom should be made based on the individual learning style of the learner and recognize the degree of learning self-management which the learner has achieved.

Approach: Only the grouping of learners according to predominant learning styles makes such a practice possible. Large and small groups, pairs, and individual study recognize different learning styles and facilitate the application of appropriate instructional approaches.