Using Learning Styles Strategies to Enhance Classroom Learning

Objectives

• Participants will:– Identify their own learning and teaching styles

and make connections to the classroom– Prepare classroom learning tools to use in

instructional settings– Demonstrate knowledge of the Dunn & Dunn

Learning Styles Model.

Group Introduction

• Tell us your name, where and what you do.

• How do you feel about being here today?

• What do you see as a major barrier to learning?

Why Consider A Learning Styles Approach?

• Academic failure has been reversed through the use of learning styles strategies

• Academic achievement has been significantly increased using learning styles.

You Are the Expert

• Pull out your article on the Dunn & Dunn learning styles

• Read your section and together answer the Team Learning questions

• Using easel paper, create a display telling others what you were reading.

Why Dunn & Dunn?

• Over 800 studies on this model carried out in over 120 institutions.

• More research has been published on this model than on any other.

• The research shows it improves academic achievement.

Proof That It Works

• Parkside Elementary, New Orleans• 80% African American• Tested at the 20% on state reading test• Implemented learning styles in all grades• Year 1= test scores rose to 30th percentile• Year 2= test scores rose to 40th percentile• Year 3=surpassed state standard of 70

and hit 78th percentile

Differences Between the Academically able and the

Academically At-risk

• Academically at risk students need:1. Frequent opportunities for mobility

2. Reasonable choices of how, with what, and with whom to learn

3. A variety of instructional resources, environments and sociological groupings rather than routine and pattern

4. Best learning time is not morning

5. Informal and comfortable seating works best

6. Soft lighting

7. Tactual and visual introductory resources enforced by kinesthetic activities

• Underachievers:1. Have poor auditory memory. They are better

visual learners.

2. They want to do well but are hampered by poor retention. Lecture, discussion and reading are not good strategies for thrm/

3. They learn differently from high achievers but also different from each other.

What Does the Research Say?

• Teaching through learning styles produces significantly higher achievement.

• :earning style instruction has been effective at every age level/

Learning style is the way in which

each individual begins to:

new and difficult information.

What is Learning Style?

Important Facts:

• 3/5 of learning style is biological

• 1/5th is developmental

• It changes over time

• Most people use between 6 and 14 preferences that constitute their learning style.

• The stronger the preference, the greater the need to teach to that preference.

Assemble the Puzzle

Which Are You?

• Global Analytical

Analytic vs Global Processor

• Sequential• Successive• Left-brain• Details• Discipline focus• Field-independent• Analyze

• Simultaneous• Whole vs part• Right-brain• Generalizations• Themes• Field-dependent• Synthesize

What Is Needed: Analytic vs Global ?

• 1. Prerequisites• 2. Objectives• 3. Directions• 4. Process steps• 5. Specific outcomes,

then conclusions/

decisions

• 1. General goals• 2. Optional resources• 3. Clues or mystery• 4. Multiple

approaches• 5. Generalizations,

then specific

Multiple

Intelligences

Whole Person

Taught

Playful

Non-linearEngaging

Styles

PersonalitiesCooperative groups

Right or left brain?

Social nature

Dunn and Dunn Learning Style Model Designed by Dr. Rita Dunn and Dr. Kenneth Dunn

Graphic design by Susan M. Rundle

STI MULI ELEMENTS Environmental Emotional Sociological Physiological Psychological

Sound

Light

Temperature

Seating

Motivation Responsibility/ Conformity

Task Persistence

Structure

Organized Rules Expectations

Self Pairs

Peers

Team

Adult

Variety

I ntake

Mobility

Time of Day

Perceptual

Analytic Global

Step 1, 2…

Concept First

I mpulsive

Reflective

I mpulsive

The stress-related elements in the physical environment (immediate surroundings) that affect one’s ability to concentrate and remain motivated over time.

Environmental Elements

Elements that influence the way in which an individual begins and completes tasks and assignments productively.

Emotional Elements

Elements of the social environment that affect efficiency, and one’s preference for either routine or a variety of methods for completing tasks and assignments.

Sociological Elements

Biologically determined preferences that influence one’s ability to stay energized and focused when concentrating on complex tasks or assignments.

Physiological Elements

The preferences that influence the degree to which an individual retains new and complex information for later recall.

Perceptual Elements

One’s inclination for processing new and complex information, making decisions, and solving problems.

Psychological Elements

• The “BIG FIVE”– Global/Analytical

– Perceptual: Visual/Auditory/Tactual/

Kinesthetic

– Light

– Seating

– Time of Day

How Do Learning Styles Differ?

• 1. By age

• 2. Achievement level

• 3. Gender

• 4. Culture

• 5. Global vs analytic brain processing

Learning Style Assessments

– OPALS Pre-K Ages 4-5Observational Primary Assessment of Learning Styles

– ELSA Elementary Ages 5-8Elementary Learning Styles Assessment

– LSCY Middle School Ages 9-13 Learning Styles: The Clue to You

– LIVES High School Ages 14-17Learning in Vogue: Elements of Style

– BE Adult Ages 17+Building Excellence

All available on www.learningstyles.com

CLASSROOM LEARNING TOOLS

• Flipchutes

• Task Cards

• Pic-A-Hole

• Game Boards

• Content Wheels

• Electroboards

• Content Activity Packages

Relationship to Sexuality and other Health Content

Tools

Curriculum

“An atmosphere that provides support for one's social and emotional learning and competence versus one that does not can make a huge difference in that child's life. The difference is equal to the difference in the outcome of throwing seeds on cement versus planting seeds in enriched soil. And what a difference that is!”

Dr. James Comer, 1999