Dunn and Griggs challenge the traditional instructional process
of lecture/discussion in college classroom and describe the theory,
practice, and research that support a wider variety of approaches
to better accommodate the learning-style preferences of each
student. Twenty-five practitioners from varied backgrounds and
disciplines, representing 14 colleges and universities, outline
alternative strategies they use with diverse students in their
institutions of higher education. Some of these practitioners have
been using learning-style for decades. Others have conducted
research to test the various tenets of the Dunn and Dunn Learning-
Style Model, and a few, only for the past five years, have begun
providing instructional strategies that are congruent with their
students' preferences.
A road map is provided for college faculty to assist them in
moving toward accommodating students' learning-style strengths by
comparing the major theories of learning styles that range from
uni- to multi-dimensional in scope. Strategies include: identifying
and administering valid and reliable instruments for assessing
college students' learning styles, interpreting assessment results
so that each student becomes aware of his/her own strengths and is
provided a computer-generated prescription for improving their
study skills and successfully completing assignments, designing
instruction to respond to both global and analytic students'
processing styles, developing course content and materials to
accommodate the learning-style preferences of college students, and
evaluating the impact of learning-styles-based instruction.
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