Practical approaches to using learning styles in higher education
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Bibliographic Information
Practical approaches to using learning styles in higher education
Bergin & Garvey, 2000
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Includes bibliographical references (p. [247]-259) and index
Description and Table of Contents
Description
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.
Table of Contents
Preface Introduction to Learning Styles in Higher Education Capitalizing on College Students' Learning Styles: Theory, Practice, and Research by Rita Dunn and Shirley A. Griggs Practical Approaches to Using Learning Styles in Higher Education: The How-To Steps by Rita Dunn Applications in Education Learning Styles in Graduate Education Classes: The River of No Return by Sue Ellen Read Educating Secondary Teachers to Work with Students' Diverse Styles by Nancy Montgomery One Texas University's Approach to Integrating Learning Styles in Teacher Education: Talking the Talk and Walking the Walk by Janet Whitley and Pam Littleton Hannibal "Lecture" Changes His Oral Menu by Kenneth Dunn Distance Education: Reaching Beyond the Walls by Jody Taylor Learning Styles in a Suburban College by Bernadyn Kim Suh A Paradigm Shift: Learning-Styles Implementation and Preservice Teachers by Karen Burke Learning Styles and College Teaching: My Experiences with Education Majors by Ann C. Braio Tactual Learning at the Doctoral Level: A Risk Worth Taking by Barbara Given and Edward P. Tyler Divergent Styles, Common Goals: Implications for Counselors by Shirley A. Griggs Teacher Training in Progress: Giving It Our Best Shot by Katy Lux Project Learn: A University-Initiated Consortium of Science Educators and Practitioners by Barbara S. Thomson Teaching Graduate Students with a Learning- Styles Approach: Adding Zest to the Course Ingredients by Laura Shea Doolan Applications in Health-Related Professions Incorporating Learning Styles into the Curricula of Two Programs in a College of Health-Related Professions by Joyce A. Miller and Rose F. Lefkowitz Applications in Schools of Law, Engineering, and Liberal Arts Bringing Learning Style Instructional Strategies to Law Schools: You Be the Judge! by Robing A. Boyle Meeting the Academic Challenges of an Undergraduate Engineering Curriculum by Joanne Ingham The Writing Portfolio as a Learning-Styles Tool in a College English-as-a-Second-Language Course by Herbert D. Pierson Applications in Colleges of Business Contract Activity Packages in Higher Education: The Flexible Flier of Pedagogy by Heather Pfleger Dunham and Barbara-Jayne Lewthwaite How I Found Pedagogical Nirvana: Beware of the Law of Unintended Consequences! by E. L. Deckinger Global Teaching in an Analytic Environment: Is There Madness in the Method? by Ralph A. Terregrossa and Valerie Englander Epilogue Bibliography Appendices Author Index Subject Index
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