Amber Adgerson Professor Mathis EDUC 745 Dunn Model Style Theory Paper The Global Analytic Theory

& Dunn & Dunn Model Reflection The Dunn & Dunn Model is based on research, which suggests that humans learn best when they are taught and instructed using their preferred or strongest learning styles. The model is similar to the global analytic theory that supports the idea that students have a tendency to either work best in traditional learning environments (analytic) or need a more global approach to learning. The model and theory both force educators to confront the notion that traditional methods are the only way to present material in the classroom. I used two instruments to determine what my learning styles were for these two concepts. What I found were things I knew about myself as a learner, but also things I didnt realize. Moreover, I was exposed to other ways of thinking and learning, and the question: Is there a right or wrong way to learning and teaching? I have always enjoyed school, and early on never had much difficulty performing in a traditional classroom setting. In EDUC 732, after taking a learning style assessment we lined ourselves up in the front of the classroom from global to traditional learners, and I was in the middle. Therefore, when taking the online Felder and Solomon Learning Styles test, I was not surprised to learn that I am pretty well balanced in the dimensions, excluding the active and reflective category. I scored a slightly higher moderate preference score for reflective learning, which makes sense given my personality type. This flexibility in learning has allowed me to

adapt to the various teaching styles I have encountered throughout the years. I feel it is good for me to be comfortable in all four dimensions, because it means I am comfortable teaching in most learning styles. Even so, it may have also hindered me as an educator. My flexibility in learning is not something that all of my students may possess, therefore, it might be difficult for me to understand why they are not able to absorb the material in the various ways I present it to them. If they are not as flexible as I am to adapting to different global/analytic modalities, their grades may fluctuate if I read the first half of the chapter and have a class discussion in social studies and then do the last half of the chapter using pictures and words on a PowerPoint presentation or Vocabulary Charades. Also, although I can learn things from in a deductive to inductive manner or vice versa (sequential/global), many students learn one way or the other. I may have students that need information given to them sequentially, with the details being first, or students who want to know the whole structure of what they are learning and then the details haphazardly. I need to be prepared to teach the same material in different ways. These four dimensions arent the only ways to differentiate for students either. The Dunn and Dunn model also gave me a lot to consider. The paper and pencil Learning Styles Inventory I took based on the Dunn and Dunn Model was the most interesting of all the inventories I have taken so far. It made me appreciate the different combinations of strengths a student could have. As teachers environmental, emotional, sociological, physical, perceptual, and psychological preferences all need to be considered when planning and implementing lessons. I also felt that this model is similar to Maslows Hierarchy of Needs as well, because of similar factors it causes us to consider

concerning student needs for achievement. Before learning to take place, certain considerations for student learning styles and needs must be made. What a task teachers have before them! Again, with the Dunn and Dunn Model, I felt the results to the assessment I took were similar to what I thought they would be with few surprises. I thought it was interesting that in the perceptual category I scored equally for the visual, auditory, and kinesthetic categories. This confirmed what the previous global/analytic learning style instrument determined as well. I knew I required quiet for learning, because I can never get schoolwork done with music playing or a classroom of fifth graders. I also knew I like a cool temperature for learning, because I dont mind the cold of a classroom. I also knew I preferred working alone and am self-motivated, because the idea of working with others very rarely makes me excited, and I dont need a pep talk to get my work done to the best of my ability. One surprise was the mobility preference. I hadnt noticed that I required mobility to learn, but when reflecting, I recognized I have always had a hard time with staying still during longer lectures, tests, and classes. To compensate during times I am unable to be immobile, I am always stretching, shifting positions, or bouncing. I am a teacher; so thankfully, I am on my feet moving around on a daily basis. Incorporating the concept of mobility for my students has always been important to me, because I have always had a soft rug for sitting, tables for doing group work, clipboards, and soft cushions in my classroom. I know I would have appreciated these things as a student, so I try to get my students out of their seats as much as possible.

Now that I am aware of my strengths and preferences for my learning, I will be better able to understand my own weaknesses in providing instruction for my students. After analyzing my personal learning styles, I realize that just because I can learn in many different ways, many of my students cant as well. I now know there is no right or wrong way to learning, just as there is no right or wrong way to present material. I need to be considerate of that fact when planning for my students. Each week, I should have a variety of lessons that consider the learning styles and preferences for each of my students. In this way, everyone will have a fair chance to learn new material.