Each Student Has a Different Door: What I Learned About Learning Styles from Andrew Cohen — and from My Own Students

A Northwestern University Spanish professor tested whether student awareness of personal learning strategies could improve classroom outcomes. After attending a summer workshop led by Professor Andrew Cohen on learning strategies, the instructor adapted a learning strategies survey and administered it anonymously to students.

The core finding: students benefit when they understand their own learning processes. The professor discovered that learners employ diverse approaches to acquiring and retaining information. Some students thrive with visual materials, while others prefer auditory input or kinesthetic engagement. Recognizing these differences shaped how the instructor designed lessons and feedback.

The survey revealed patterns in how Northwestern students approached language learning. Rather than applying a one-size-fits-all methodology, the professor adjusted explanations, practice activities, and assessments to acknowledge varied pathways to mastery. Students who completed the survey reported greater awareness of their strengths and preferences as learners.

This approach aligns with decades of research on metacognition, the ability to reflect on and regulate one's own learning. When students develop metacognitive skills, they become more intentional about study choices and can adapt strategies when initial approaches fail. The anonymous format encouraged honest responses and removed social pressure to conform to classroom norms.

The work builds on Cohen's research into how language learners strategically process new material. By making learning strategies explicit rather than invisible, the Northwestern professor created space for students to recognize themselves as active agents in their education. One student might excel through conversation practice, another through written analysis, a third through grammar drills. Each student genuinely did have a different door into Spanish language mastery.

The experiment suggests a practical starting point for higher education instructors across disciplines. A simple survey can unlock conversations about how learning actually happens in individual minds. Rather than assuming all students absorb information identically, professors can design more responsive teaching when they understand the strategic preferences their students bring to class.