LEARNING STYLE

Date: January 9, 2010

By: Lizalynn C. Mambiar
References: Dunn & Dunn Learning Style model
Bernice McCarthy & Kolb Learners

I. Learning Style Theory:

 Learning Style can be defined as the usual or characteristic manner in which a learner goes about the task of
learning. (More 1987)
 Learning Styles are the result of our heredity equipment, our particular past life experiences and the
demands of environment.
 It is the way people begin to ________________________, ________________________,
________________________, and ________________________ difficult information. (Dunn & Dunn
Model)
There are various approaches to learning style that can be described as process of continuum. Among these
processes are:
A. ______________________________ vs. ______________________________
B. ______________________________ vs. ______________________________
C. ______________________________ vs. ______________________________
D. ______________________________ vs. ______________________________
II. BASIS of Dunn & Dunn Learning Style Model:
 Learning style is a biological and development set of personal characteristics that makes the identical
instruction environment, methods, and resources effective for some learners and ineffective for others.
 Most people have learning-style preferences but individuals’ learning style preferences differ significantly.
 Individual instructional preferences exist, and the impact accommodating these preferences can be
measured accurately.
 The strong the preferences, the more important it is to provide compatible instructional strategies.
 Accommodating individual learning style preferences through complementary educational instruction,
teaching, and counseling intervention results increased academic achievement and improved student
attitudes toward learning.
 Given the responsive environments, resources, and approaches, people attain statistically higher
achievement and attitude test scores in congruent (matched) rather than dissonant (mismatched)
treatment.
 Most teachers can learn to use learning styles as a corner stone of their instructional program.
 Most individuals can learn to capitalize on their learning-style strengths when concentrating on new or
difficult academic material.
 The less academically stressful the individual, the more important it is to accommodate learning – style
preferences.

III. WHAT ARE THE DIFFERENT LEARNING STYLES?

According to Bernice McCarthy & Kolb, there are four types:
1. Innovative Learners
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2. Analytic Learners
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3. Common Sense Learners
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4. Dynamic Learners
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For Dunn & Dunn Model Learning Style

PSYCHOLOGICAL
______________________________ vs. ______________________________
A. Globals (80% of population) and Analytics (20% of population)
GLOBAL ANALYTIC

B. What to focus on as a teacher:

Focus on Global (80%) Analytic (20%)

How you • Explain how the lesson will relate • Give the scope of the lesson
introduce to their lives and the facts
the lesson • Tell a joke or a story
• Gives them activities to do

LIGHT • Let them have softer lighting • Make sure their study area is
well lit

SOUND • Let them talk out loud or to • Give them quiet area to study
themselves while studying

DESIGN • Let them sit on something soft • Give them a straight chair and
a desk

PERSISTENCE • Give some frequent breaks • Allow them to work straight if

they want to

Factors that affect Learning Styles:

ENVIRONMENT
a. Light - _____________________________________________________________________________
____________________________________________________________________________________
b. Sound - _____________________________________________________________________________
____________________________________________________________________________________
c. Temperature - _______________________________________________________________________
____________________________________________________________________________________
d. Design - _______________________________________________________________________
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EMOTIONS:
a) Motivation - __________________________________________________________________________
_____________________________________________________________________________________
b) Persistence - __________________________________________________________________________
_____________________________________________________________________________________
c) Responsibility – Non – Conformist needs to …
 to have options - Let them write a poem draw, write a letter, or song
 the teacher to speak to them collegially rather than talking down to them
 an explanation for why the lesson is important to them
  Non-conformist ages :
 2 years (terrible twos)
 12 – 18 (Adolescence)
 34 – 42 ( mid – life),
 60s (Grandparents, spoiling grandchildren)
d) Structure :
 Working with clearly state objectives, focus, specified time and guidelines (analytic)
 Option – oriented, resenting objectives established by other & often ask for exemptions ( at least
form some of their tasks) (global)
SOCIOLOGICAL
 ______________________________________________________________________________
 ______________________________________________________________________________
 ______________________________________________________________________________
 ______________________________________________________________________________

Physiological Element:
A. PERCEPTUAL:
a. AUDITORY _____________________________________________________________________
b. VISUAL _______________________________________________________________________
c. TACTUAL ______________________________________________________________________
d. KINESTHETIC ___________________________________________________________________
B. INTAKE:
_________________________________________________________________________________
C. Time of Day:
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D. Mobility:
_________________________________________________________________________________
E. Impulsive:
_________________________________________________________________________________
F. Reflective:
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