In the lecture, the professor made several points about the learning styles. The professor argues that different topics have to be presented in certain ways, no matter what the learning styles of the students may be. On the other hand, the reading contends that the awareness of individuals about their learning styles can make them focus much better. The professor’s lecture casts doubt on the reading by using a number of points that are contrary to the main idea of reading. The first point that the professor uses to cast doubt on the reading is the unwillingness of students to find out their own learning style. According to the professor, the students don’t see value in it and they don’t want to spend more time reflecting on how they learn and then applying this to their study habits.The first point of the lecture differs from the reading in that the reading states that the learning styles have been described in different ways. For example, some people might learn more easily by listening, others by seeing, and still others by doing. In addition, some people see information in the logically connected steps while others understand things better by looking at the whole picture. The point made by the professor casts doubt on the reading because the lecture explains that applying learning styles to the real world doesn’t «present a magic solution», while the reading describes the importance of learning styles which can improve the productivity and efficiency of learning. Another point that the professor uses to cast doubt on the reading is that the instructors are not interested in reflecting about their teaching style. The professor claims that instructors present information in the way they understand it or in the way they were taught. However, the reading states that the professors and trainers who apply different types of learning styles into the design of their course can