Difference between revisions of "Learning Styles: Dunn and Dunn Model"

Difference between revisions of "Learning Styles: Dunn and Dunn Model"

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{{Term|Learning Styles: Dunn and Dunn Model|The Dunn and Dunn Learning Style Model anticipates an observable improvement in student learning and behaviour when a match has been achieved between instructional environments and [[File:learning styles]]. It has been developed for use across all learning levels aimed at improving the effectiveness of instruction, in particular for learners not demonstrating appropriate progress.
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{{Term|Learning Styles: Dunn and Dunn Model|The Dunn and Dunn Learning Style Model anticipates an observable improvement in student learning and behaviour when a match has been achieved between instructional environments and [[Learning Styles]]. It has been developed for use across all learning levels aimed at improving the effectiveness of instruction, in particular for learners not demonstrating appropriate progress.
  
 
The model emerged out of 30 years of work that included a review of over 80 years of research on how children learn differently, by Professors Rita and Kenneth Dunn in the 1970s - an outcome initiated by the New York State Department of Education. In the classroom both observed distinct differences in the way learners responded to their instructional materials; some liked to learn alone and others with a teacher, resulting in the hypothesis that learning achievements were heavily influenced by relatively fixed characteristics, and that elements environmental, emotional, sociological, and physical contributed to the learning environment, and approaches individuals took when learning.
 
The model emerged out of 30 years of work that included a review of over 80 years of research on how children learn differently, by Professors Rita and Kenneth Dunn in the 1970s - an outcome initiated by the New York State Department of Education. In the classroom both observed distinct differences in the way learners responded to their instructional materials; some liked to learn alone and others with a teacher, resulting in the hypothesis that learning achievements were heavily influenced by relatively fixed characteristics, and that elements environmental, emotional, sociological, and physical contributed to the learning environment, and approaches individuals took when learning.
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Refinement with the Dunn Learning Style model has been an on-going process based on extensive field work and studious research; further elements have been added of a cognitive nature and hemispheric preference. Subsequently, researchers at more than 130 institutions of Higher Education have participated in international research on the Dunn and Dunn Model and published more than 830 studies.
 
Refinement with the Dunn Learning Style model has been an on-going process based on extensive field work and studious research; further elements have been added of a cognitive nature and hemispheric preference. Subsequently, researchers at more than 130 institutions of Higher Education have participated in international research on the Dunn and Dunn Model and published more than 830 studies.
  
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'''The Model'''
  
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'''Origin'''
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The five strands and elements:
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*The notion that people think, feel and experience the world in different ways through four functions of the mind (thinking, feeling, sensation and intuition) was pioneered by the Swiss psychiatrist and psychoanalyst Carl Jung.<ref>Jung, C.G. (1964) Psychological types :Or, the psychology of individuation, (H. Godwin Baynes, Trans.), New York: Pantheon Books.</ref>His ideology became integrated into the Myers-Briggs Type Indicator Test, which emerged in the 1940s as a measure of cognitive style or "thinking style”. Its continued success has prompted the development of the contemporary interest in learning-style assessments. 
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'''Diagnosing Individual Learning Styles'''
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1. '''''Environmental'''''  
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*Those that champion learning style assessments claim that optimal instruction requires diagnosing individual’s learning styles and tailoring instruction accordingly. Assessments of learning style typically ask people to evaluate what kind of delivery of information they prefer (e.g., words versus pictures versus speech) and what kind of mental activity they find the most engaging (e.g., analysis versus listening) although tools for assessing are diverse.  
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*Where do learners prefer to learn – in a cool and quiet place, or warm and noisy?
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2. '''''Emotional'''''
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*Does the learner need motivational support to learn effectively?
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*Will the learner continue to follow-through a learning task?
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*Can the learner assume individual responsibility for their learning?
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*Does the learner need structure?
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3. '''''Sociological'''''
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*Does the learner work better alone, or with a colleague, or team, or in a variety of ways, or in a routine pattern?
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*How much guidance does the learner need from the instructor?
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4. '''''Physiological'''''
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*When and how does the learner physically engage most in learning?
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*Is the learner Visual, Auditory or Kinesthetic (VAK)?
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5. '''''Psychological'''''
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*How does the learner process and respond to information and ideas?
  
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'''Development of the Learning Style Model'''
 
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*Given the concept that people learn in different ways from each other and therefore need different methods of learning,<ref>"learning styles"  A Dictionary of Education. Ed. Susan Wallace. Oxford University Press, 2009. Oxford Reference Online. Oxford University Press.  United Nations Office at Geneva (UNOG). 30 May 2012  http://www.oxfordreference.com/views/ENTRY.html?subview=Main&entry=t267.e549.</ref>several learning style models have been proposed since the 1970s, together with instruments devised to assess preferences within these models.
 
  
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'''Different Learning Styles'''
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'''Guide for Instructors'''''
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*The most popular learning-style pedagogical approaches are [[Experiential Learning]] and [[Visual, Audio, Kinaesthetic (VAK)]]; the following models in these theories are well established:
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*The learning environment (real or virtual) should be divided into partitioned areas with different climates and infrastructure that embraces attention to lighting (low or bright), temperature (cool or warm), seating arrangements (informal or formal), sound (quiet or with background sound).
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*Allow students choice in how to learn - alone, with peers or with an instructor.
 +
*Vary teaching techniques based on different learning configurations: [[Multiple Intelligences]], [[VAK Learning (Visual, Auditory, Kinesthetic)]].
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*Challenge individuals at their functional ability or slightly above that level.
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*Facilitate learning activities for:
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**Self-starter learners who can monitor and pace themselves to the finish: provide long-term projects, self-designed objectives, procedures, and evaluations.
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**Learners in need of frequent support, devise short uncomplicated assignment tasks that need monitoring frequently, and provide regular positive feedback. Short assignments could gradually be increased in length/scope as tasks are successfully completed.
 +
*Use clearly stated objectives in simple form, and be precise about every aspect of each task.
 +
*Stagger the introduction of new material - if in the classroom, then across the day; Online learning, then across each unit.
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*Encourage peer relationships with persistent learners.
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*Review work at regular intervals and feedback
  
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*'''''David Kolb’s Experiential Learning Theory (1984)''''', which gave rise to his '''''Learning Styles Inventory (LSI)''''' – an assessment method used to determine an individual’s learning style. Kolb’s LSI has gone on to impact management development training with studies to determine whether statistically there are significant differences in learning styles between supervisors, middle-managers, and upper managers; whether learning style differences could mirror the nature of the work environment; whether learning style differences could also be rooted in the different educational backgrounds found within managerial ranks<ref>Wells, J.G., Layne, B. H. & Allen, D. ‘Management Development Training & Learning Styles’, Public Productivity & Management Review , Vol. 14, No. 4 (Summer, 1991, 415-428), Sharpe:. Published by: M.E. Sharpe, Inc.</ref>and the practical implications for management education<ref>Fadokun, J.B. & Ojedele, P.K. ‘ Exploration of the Learning Styles of Educational Executives: Implication for Management Education, delivered at the International Conference on Learning (2008,3-6 June) The University of Illinois at Chicago, USA.</ref>
 
  
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*'''''Honey and Mumford’s model (1992)''''', an adaptation of Kolb’s, assumes acquired preferences are adaptable to that of fixed personality characteristics - this gave rise to H&M’s '''''Learning-Styles Questionnaire (LSQ)''''', a self-development tool, that differs from Kolb’s (LSI), by inviting individuals to complete a check list of work-related behaviours without directly asking them how they learn.
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In addition to identifying these elements in the model, the Dunns developed an assessment, to identify the learning style needs of learners across all age groups. There are four assessment types that are computer processed, generating a clear and ‘easy to read’ indication of an individual’s learning style and how the learning environment might be modified to cater to their needs. The questionnaire encourages the learner to select answers they believe describes them best, and takes around 25 minutes to compete.. Reports are formulated from the question evaluations offering “comprehensive insights and strategies that promise academic achievement and improved performance”.  
  
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*'''''Dunn and Dunn Learning-Styles Theory (2001, 2003)''''', which identifies each individual’s strengths and preferences across five categories that includes perceptual strengths (Visual, Auditory, Kinesthetic Tactile - VAK).  
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When instructors are familiar with their own learning style(s), and those of their students, they are more adept at customising lessons and the learning environment to facilitate learning that is conducive to their learners. Ideally this will motivate them to learn in a more focused and interested way. The sharing of knowledge, of learning styles types, various approaches and outcomes of why and how people learn the way they do, with the learner would give relevant context to their learning.<ref>Dunn, R., Dunn K., & Price, G.E. (1985). Learning Styles Inventory (LSI): An Inventory for the Identification of How Individuals in Grades 3 through 12 Prefer to Learn. Lawrence, KS: Price Systems.</ref> <ref> Dunn, Rita, & Honigsfeld. (2009). Differentiating Instruction for At-Risk Students: What to Do and How to Do It. Lanham, Maryland: Rowman & Littlefield. </ref> <ref> Dunn, Rita, & Griggs, Shirley A. (Eds.). (2000). Practical Approaches to Using Learning Styles in Higher Education. Connecticut: Bergin & Garvey. </ref> <ref> Dunn, R. (2000). Learning styles: Theory, research, and practice. National Forum of Applied Educational Research Journal, 13, (1), 3-22. </ref> <ref> Dunn, R., & Griggs, S. (1998). Learning styles: Link between teaching and learning. In Dunn, R. & Griggs, S. (Eds.), Learning styles and the nursing profession (pp. 11-23). New York: NLN Press. </ref>
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}}
  
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'''Impact of Learning Styles'''
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=='''Job Aid'''==
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*The learning styles view has had a notable influence within the field of education, and a thriving industry has sprung up devoted to publishing learning-styles tests and guidebooks for instructors, many organisations offering professional development workshops for educators built around the concept.<ref>Determining whether these practices were supported by scientific evidence, underpinned the research project undertaken by a team of renowned professors of psychology in the USA in 2008. Their findings should be considered before implementing prescriptive learning style models for educational training. Pashler, H. McDaniel, M. Rohrer, D. Bjork, R ( Dec. 2008) ‘Learning Styles: Concepts and Evidence in Psychological Science in the Public Interest vol.9 no. 3, 103-119.</ref>
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[[Image:pdf.png]] [[Media:Dunn_&_Dunn_Toolkit.pdf‎|Learning Styles: Dunn and Dunn Model
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|
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'''Validation of Learning-Styles-Based Instruction'''
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Guide for Instructors]]
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*Any credible validation of learning-styles-based instruction would require a solid body of evidence from a particular type of experiment. This would provide evidence to confirm any interaction between learning style and instructional method, and therefore demonstrate optimal learning requires learners to receive instruction tailored to their specific learning-style(s).<ref>Authors Pashler, McDaniel, Bjork (2008) claim that despite the enormous amount of literature on learning-styles, very few studies had even used an experimental methodology capable of testing the validity of learning-styles applied to education. They also claimed it would be an error to conclude that all possible versions of learning styles have been tested and found wanting; many had not been tested at all.</ref>
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The criteria for an experiment would require:
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*That learners be divided into groups on the basis of their learning-styles, and then particpants from each group be randomly assigned to receive one of the multiple instructional methods.
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*Learners must then sit a final test that is the same for all.
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'''Strategy for Implementation'''
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*If learning styles models or concepts are to be subscribed to the following strategies might be taken into consideration:
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*Analysis of the cognitive abilities of the learning group, to allow the instructor to know how learners will relate to the content of the course.
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*Defining the perquisite knowledge or skills needed for the specific learning experience, to ensure success.
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*Knowing how students interact with information to underpin the design of the learning environment and supporting materials.
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*Consider varying the presentation of materials to match different learning styles (e.g., animation, text, verbal descriptions, and visual messages) which would ensure greater potential at reaching all learners.<ref>Simonson, M. Smaldino, S.  Albright, M. Zvacek, S.  (2009, 4th ed.)Teaching and Learning at a Distance,  Pearson Education, Inc.: USA.</ref>
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'''Distance Learning and Learning Styles'''
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*For some learners, the unique characteristics of distance learning tools facilitate better instruction than educational tools generally used in a traditional learning environment, and with continuing technological advances in social media tools and virtual spaces, online learning is rapidly gaining ground.}}
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{{Addlink|Find below additional information and resources.}}
 
{{Addlink|Find below additional information and resources.}}
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!Content
 
!Content
 
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|[http://12.4.125.3/ASCD/pdf/journals/ed_lead/el_199010_dunn.pdf Rita Dunn answers questions on Learning Styles]
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|[http://wps.prenhall.com/wps/media/objects/863/884633/Volume_medialib/dunn.pdf Dunn and Dunn]
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|Learning Styles in Education Leadership.
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|Dunn and Dunn: School-Based Learning Styles. Retrieved 16 July 2012.  
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|-
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|[http://www.open2.net/survey/learningstyles/ Learning Styles]
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|A simple online survey designed to help you identify your preferred learning style by the Open University and BBC programming.
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|-
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|[http://www.iglean.co.uk/blog/docs/LearningStylesELearningEnvironments.pdf Impact of Learning Styles]
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|The Influence of Learning Styles on Learners in E-Learning Environments - An Empirical Study.  
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|-
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|[http://www.fi.uu.nl/~christianb/downloads/180509/wangetal2006.pdf Enhancing student achievement]
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|Learning styles and formative assessment strategy: enhancing student achievement in Web-based learning.  
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|}
 
|}
  
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==References==
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==Bibliography==
 
<references/>
 
<references/>

Latest revision as of 17:30, 23 July 2012

Term2.png Learning Styles: Dunn and Dunn Model
The Dunn and Dunn Learning Style Model anticipates an observable improvement in student learning and behaviour when a match has been achieved between instructional environments and Learning Styles. It has been developed for use across all learning levels aimed at improving the effectiveness of instruction, in particular for learners not demonstrating appropriate progress.

The model emerged out of 30 years of work that included a review of over 80 years of research on how children learn differently, by Professors Rita and Kenneth Dunn in the 1970s - an outcome initiated by the New York State Department of Education. In the classroom both observed distinct differences in the way learners responded to their instructional materials; some liked to learn alone and others with a teacher, resulting in the hypothesis that learning achievements were heavily influenced by relatively fixed characteristics, and that elements environmental, emotional, sociological, and physical contributed to the learning environment, and approaches individuals took when learning.

Motivated to raising awareness that students learn in different ways, both Rita and Kenneth Dunn believed instructors needed to provide multiple strategies to address all the learning styles of their students and maximise teaching materials for more efficient learning.

Refinement with the Dunn Learning Style model has been an on-going process based on extensive field work and studious research; further elements have been added of a cognitive nature and hemispheric preference. Subsequently, researchers at more than 130 institutions of Higher Education have participated in international research on the Dunn and Dunn Model and published more than 830 studies.

The Model

The five strands and elements:

1. Environmental

  • Where do learners prefer to learn – in a cool and quiet place, or warm and noisy?

2. Emotional

  • Does the learner need motivational support to learn effectively?
  • Will the learner continue to follow-through a learning task?
  • Can the learner assume individual responsibility for their learning?
  • Does the learner need structure?

3. Sociological

  • Does the learner work better alone, or with a colleague, or team, or in a variety of ways, or in a routine pattern?
  • How much guidance does the learner need from the instructor?

4. Physiological

  • When and how does the learner physically engage most in learning?
  • Is the learner Visual, Auditory or Kinesthetic (VAK)?

5. Psychological

  • How does the learner process and respond to information and ideas?


Guide for Instructors

  • The learning environment (real or virtual) should be divided into partitioned areas with different climates and infrastructure that embraces attention to lighting (low or bright), temperature (cool or warm), seating arrangements (informal or formal), sound (quiet or with background sound).
  • Allow students choice in how to learn - alone, with peers or with an instructor.
  • Vary teaching techniques based on different learning configurations: Multiple Intelligences, VAK Learning (Visual, Auditory, Kinesthetic).
  • Challenge individuals at their functional ability or slightly above that level.
  • Facilitate learning activities for:
    • Self-starter learners who can monitor and pace themselves to the finish: provide long-term projects, self-designed objectives, procedures, and evaluations.
    • Learners in need of frequent support, devise short uncomplicated assignment tasks that need monitoring frequently, and provide regular positive feedback. Short assignments could gradually be increased in length/scope as tasks are successfully completed.
  • Use clearly stated objectives in simple form, and be precise about every aspect of each task.
  • Stagger the introduction of new material - if in the classroom, then across the day; Online learning, then across each unit.
  • Encourage peer relationships with persistent learners.
  • Review work at regular intervals and feedback


In addition to identifying these elements in the model, the Dunns developed an assessment, to identify the learning style needs of learners across all age groups. There are four assessment types that are computer processed, generating a clear and ‘easy to read’ indication of an individual’s learning style and how the learning environment might be modified to cater to their needs. The questionnaire encourages the learner to select answers they believe describes them best, and takes around 25 minutes to compete.. Reports are formulated from the question evaluations offering “comprehensive insights and strategies that promise academic achievement and improved performance”.

When instructors are familiar with their own learning style(s), and those of their students, they are more adept at customising lessons and the learning environment to facilitate learning that is conducive to their learners. Ideally this will motivate them to learn in a more focused and interested way. The sharing of knowledge, of learning styles types, various approaches and outcomes of why and how people learn the way they do, with the learner would give relevant context to their learning.[1] [2] [3] [4] [5]

Job Aid

Pdf.png Learning Styles: Dunn and Dunn Model | Guide for Instructors

Link icon.png Web Resources
Find below additional information and resources.
Link Content
Dunn and Dunn Dunn and Dunn: School-Based Learning Styles. Retrieved 16 July 2012.

Bibliography

  1. ↑ Dunn, R., Dunn K., & Price, G.E. (1985). Learning Styles Inventory (LSI): An Inventory for the Identification of How Individuals in Grades 3 through 12 Prefer to Learn. Lawrence, KS: Price Systems.
  2. ↑ Dunn, Rita, & Honigsfeld. (2009). Differentiating Instruction for At-Risk Students: What to Do and How to Do It. Lanham, Maryland: Rowman & Littlefield.
  3. ↑ Dunn, Rita, & Griggs, Shirley A. (Eds.). (2000). Practical Approaches to Using Learning Styles in Higher Education. Connecticut: Bergin & Garvey.
  4. ↑ Dunn, R. (2000). Learning styles: Theory, research, and practice. National Forum of Applied Educational Research Journal, 13, (1), 3-22.
  5. ↑ Dunn, R., & Griggs, S. (1998). Learning styles: Link between teaching and learning. In Dunn, R. & Griggs, S. (Eds.), Learning styles and the nursing profession (pp. 11-23). New York: NLN Press.
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