Rita Dunn Answers Questions on Learning Styles

Q: In what ways are the models similar to and/or different from each other? A: »Each of the models advocates ac knowledging and honoring the diver sity among individuals • Most models urge that teachers adapt instruction to the ways in which individuals, rather than groups, learn Some believe in 'matching" to learn ing style characteristics all the time; others believe in matching some of the time. Still others believe in chang ing the child's characteristics • Most models are designed around one or two characteristics on a bipolar continuum, suggesting that people are either one way or another Three "com prehensive" models include many char acteristics and describe which trait is important to whom and the extent to which individuals can flex • One or two models have a great deal of both history and research be hind them; most are based on limited research. And the quality of the research concerning each model varies widely • Many models are relatively new and cannot be observed in a variety of geographically, socioeconomically, and ethnically different schools or districts; others are well established and can be observed in diverse programs