Attending to Learning Styles in Mathematics and Science Classrooms

We all have our own ways of doing things, from washing dishes to planning a trip. The preferences, tendencies, and strategies that individuals exhibit while learning constitute what have come to be called "learning styles." Formal study of learning styles has developed over the past 30 years from a variety of conceptual orientations. Among the theories of learning styles, that of Dunn and Dunn (1978) is among the most comprehensive in scope and practice for teachers. (DeBello, 1990) 

The Dunn Model

The model of learning styles created by Dunn, Dunn & Price (1979, 1980, 1990) comprises five major categories called "stimuli." Within these five major categories are 21 different elements that influence our learning. Following are the five types of stimuli and the elements they comprise: 

• "Environmental" includes: light, sound, temperature, and room design. 
• "Emotional" includes: structured planning, persistence, motivation, and responsibility. 
• "Sociological" includes: pairs, peers, adults, self, group, and varied. 
• "Physical" includes: perceptual strengths, mobility, intake, and time of day. 
• "Psychological" includes: global/analytic, impulsive/reflective, and right- or left-brain dominance. 

As each of us develops and accumulates experiences, we each come to rely on some of the elements more than others. For most individuals, four or five of the elements become extremely important when attempting to learn new or difficult information. Giving attention to the elements that most influence a person's learning is what constitutes attending to one's individual learning style. 

Applications of the Dunn Model to Mathematics and Science Education

Apart from administering individual Learning Style Instruments for each student and analyzing the results to find strengths and preferences, teachers can attend to individual differences by being attentive to individual stimuli and elements that influence learning. One way to do this is to focus on a particular stimuli or element of the model. 

Consider the environmental stimuli. Attention to the classroom learning environment may include changing the physical layout of the room, allowing for seating changes with regard to light from natural or bright light (near windows), or to softly lit areas. Temperature differences may also be addressed with careful seat arrangements or placement of fans. Some classrooms lend themselves to greater flexibility than others, allowing space for some assignments to be completed at large tables or on the floor. Temperature preferences can be noted when some students are often seen wearing their coats or layered sweaters indoors on warm days, while others have a preference for cooler temperatures. Attention to some of these environmental details can be carried over to home study environments as well. Individual student-teacher discussions may reveal environmental preferences, such as those for studying while reclining or while music is softly playing, that may be more easily accommodated at home.