Answers Why Use an Identification Instrument? Learning style encompasses at least 21 different variables, including each individual's environmental, emotional, sociological, physiological, and cognitive processing preferences. Consequently, there is a need for a diagnostic instrument that measures most of these elements. Teachers cannot correctly identify all the elements of a student's learning style pattern through observation. Some elements of style are not observable even to the experienced eye, and the behaviors associated with other elements are often misinterpreted. It is important to identify learning style with a comprehensive instrument, and it is critical to use one that is both valid and reliable. The Dunn and Dunn Learning-Style Model has spawned several diagnostic instruments to evaluate learning style; the first was introduced in 1976. The latest edition is the Learning Styles suite of online student assessments. Most diagnostic instruments are text-based, the Learning Styles suite of assessments are designed specifically for both global and analytical students and incorporates visual stimuli into a didactic instrument.  Back to Questions
What do the Learning Styles assessments do? Each student's learning style is based on a complex set of reactions to varied stimuli, feelings, and previously established behavioral patterns. Those patterns tend to be repeated when the student concentrates on new or difficult material. The Learning Styles assessments are designed to respond to selected characteristics of global learners by including the use of stories, fantasy, holistic writing, imagery, humor and pictures. The assessments measure the patterns through which learning occurs in individual students; they summarize the environmental, emotional, sociological, physiological, and global/analytic processing preferences that a student has for learning. Back to Questions
What preferences do the Learning Styles assessments measure? - Immediate environment: sound, light, temperature, and seating design.
- Emotionality: motivation, persistence, responsibility/conformity and need for internal or external structure.
- Sociological factors: learning alone, with a partner, as part of a small group or team, with peers, with an authoritative or collegial adult, and/or in a combination of ways.
- Physiological factors: auditory, visual, tactile and/or kinesthetic perceptual preferences; food or liquid intake, chronobiological energy levels, mobility needs.
- Indication of global or analytic cognitive/psychological processing inclinations and impulsive versus reflective inclinations.
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How will taking a Learning Styles assessment benefit my student? - Permits students to identify how they prefer to learn.
- Provides a computerized graphical summary of each student's preferred learning style; called the Individual Learning Styles Profile.
- Suggests a basis for redesigning the classroom environment to complement many students' needs for sound, quiet, bright or soft light, temperature, or seating design.
- Sequences the perceptual strengths through which individuals should begin studying; shows how to reinforce new and difficult information for various individuals; shows how each student should do his or her homework.
- Indicates the methods through which students are likely to excel.
- Extrapolates information concerning which students are conforming or nonconforming and how to work with those who are nonconforming.
- Pinpoints the best time during the day for each student to be involved in required difficult subjects and thus permits grouping students for instruction based on peak energy times.
- Itemizes the types of students for whom snacks while learning may accelerate the learning process.
- Suggests for which students analytic or global approaches to learning new and difficult material are likely to be important.
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