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[ProfessionalDevelopment 1972] Re: Debunkng learning stylesBarbara K Given bgiven at gmu.eduThu Feb 14 11:27:57 EST 2008
Thanks, Tom, for bringing the UK study to my attention. I will waste no time in locating and reading it. barb given Barbara K. Given, Ph.D. Associate Professor Emerita of Special Education; Faculty Affiliate, Krasnow Institute for Advanced Study; and former Director, Center for Honoring Individual Learning Diversity, an International Learning Styles Network Center. George Mason University Fairfax, VA 22030-4444 Ph: 703-549-4483 Fax: 703-993-4325 ----- Original Message ----- From: tsticht at znet.com Date: Wednesday, February 13, 2008 1:22 pm Subject: [ProfessionalDevelopment 1967] Debunkng learning styles > Colleagues: For a recent review of major learning styles approaches, > including the Dunn & Dunn approach referenced by Rita Dunn, one of the > developers of the Dunn & Dunn model, in an earlier posting,on the > professional development list by Barbara Given, see the report > entitledShould we be using learning styles? What research has to > say to practice. > The Learning and Skills Research Centre online at www.lsrc.ac.uk and > authored by Frank Coffield, Institute of Education, University of > London;David Moseley, University of Newcastle; Elaine Hall, > University of > Newcastle; Kathryn Ecclestone, University of Exeter, 2004. (The > report can > also be located by googling the title and LSRC and author's last > names). > The authors spent 16 months reviewing the learning styles > literature and out > of 71 models of learning styles they selected for in-depth reviews 13 > different models or approaches to learning styles, including the > Dunn & > Dunn model. They note the extensive bibliographies they found on > the Kolb > Learning Styles Inventory (1004 articles), the Dunn & Dunn model (1140 > entries), and about 2000 articles on the Myers-Briggs Type Indicator. > > Concerning the use of learning styles in the classroom, the report > discussesthe concept of "matching" and states quote " One of the > most popular > recommendations is that > the learning styles of students should be linked to the teaching > style of > their tutor, the so- called ‘matching hypothesis’. Much has been > writtenon this topic by learning styles theorists as diverse as > Riding, Dunn, > Gregorc, Witkin and Myers-Briggs, but the evidence from the empirical > studies is equivocal at best and deeply contradictory at worst. Smith, > Sekar and > Townsend (2002) recently reviewed the evidence and found nine > studies which > showed that learning is more effective where there is a match and nine > showing it to be more effective where there is a mismatch."end quote. > > Regarding the Dunn & Dunn approach, the authors state, quote " It > must be > emphasised that this review has failed to find substantial, > uncontested and > hard empirical evidence that matching the styles of learner and tutor > improves the attainment of the learner significantly. That finding > does not > prevent some of the leading developers making extravagant claims > for the > benefits of matching instruction and the environment with students’ > learning preferences. Rita Dunn, for instance, claims (1990, 15) > that when > students have had their learning strengths identified by the Dunn, > Dunn and > Price LSI: many researchers have repeatedly documented that, when > studentsare taught with approaches that match their preferences … > they demonstrate > statistically higher achievement and attitude test scores – even on > standardized tests – than when they are taught with approaches that > mismatch their preferences. Yet, as our review of their model > showed (see > Table 3, Section 3), the research she refers to is highly > controversial,and much of it has been sharply criticised for its > poor scholarship and for > the possible influence of vested interests, because the Dunn > centre conducts > research into the instrument which it sells (see Kavale and > Forness 1990). > …As noted previously (see Table 9, Section 3), the ‘matching’ > hypothesishas not been clearly supported. Where positive results > are claimed – for > example, by Rita Dunn – there are frequently unresolved methodological > issues with the studies cited. For example, the training provided > by the > Dunns goes far beyond the idea of matching instruction to learning > styleand introduces other systematic and generic > pedagogical changes; for example, in lesson structure and in the > nature of > homework." End of quotes > > In a table showing their Overall Assessment of the Dunn & Dunn > learningstyle work, the authors state, quote "Despite a large and > evolving research > programme, forceful claims made for impact are questionable > because of > limitations in many of the supporting are questionable because of > limitations in many of the supporting studies and the lack of > independentresearch on the model. Concerns raised in our review > need to be addressed > before further use is made of the model in the UK." End quote The same > recommendation should hold for the US. > > > Tom Sticht > Adult Literacy's One Man Bunco Squad > > > > ---------------------------------------------------- > National Institute for Literacy > Adult Literacy Professional Development mailing list > professionaldevelopment at nifl.gov > > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/professionaldevelopment > Email delivered to bgiven at gmu.edu > > Professional Development section of the Adult Literacy Education > Wiki > http://wiki.literacytent.org/index.php/Adult_Literacy_Professional_Development >
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