The orchestration of learning and teaching methods in science education

This paper explores the complexity of matching approaches to teaching to the preferred learning styles of learners. Differentiation among learners can be undertaken in a growing number of ways and the range of approaches to teaching is expanding. The act of matching cannot have a simple rationale because learners in any one class may be sufficiently diverse that it requires awareness and subtlety to meet their many and various needs. Nor can there be an easy approach to the alignment of curric‐ular goals to learning outcomes: Any one approach to teaching can meet a range of goals and generate numerous outcomes. The need is for an orchestrated approach, which involves knowing and understanding particular groups of learners and appreciating the spectrum of congruent approaches to supporting their learning. The metaphor of the orchestrating learning and teaching is explored for its range of convenience. © 2003 Taylor and Francis Group, LLC.