Learning Styles: Dunn and Dunn Model
|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 five strands and elements:
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.    
|Find below additional information and resources.|
|Dunn and Dunn||Dunn and Dunn: School-Based Learning Styles. Retrieved 16 July 2012.|
- 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.
- Dunn, Rita, & Honigsfeld. (2009). Differentiating Instruction for At-Risk Students: What to Do and How to Do It. Lanham, Maryland: Rowman & Littlefield.
- Dunn, Rita, & Griggs, Shirley A. (Eds.). (2000). Practical Approaches to Using Learning Styles in Higher Education. Connecticut: Bergin & Garvey.
- Dunn, R. (2000). Learning styles: Theory, research, and practice. National Forum of Applied Educational Research Journal, 13, (1), 3-22.
- 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.