Learning Styles Profile developed by Dr. Rita Dunn: acknowledged international educator and executive director of the International Learning Styles Network based in St. John's University in New York
Sample Qs found in the LSP Environmental preferences I can work with a little noise. Most of the time, I prefer to study with soft music. Noise bothers me while I am studying. I like to study with lots of light. I often read or work in dim light. I can concentrate if I'm warm. I can concentrate if I'm cold. When ifs cold outside, I go outside to play. When I study, I like to sit on a soft chair or couch. I like to study in bed. I find it difficult to concentrate on my studies at home
Sample Qs found in the LSP Emotional preferences I feel good when I do well in school I am embarrassed when my grades are poor. Nobody really cares if I do well in school. I usually finish what I start. I often have to be reminded to do my homework. My teacher is always telling me to finish what I'm supposed to do. I remember on my own to get things done. I always do what I promise to do. I keep forgetting to do the things I've been told to do. I have to be reminded over and over again to do the things I've been told to do. I like to be told exactly what to do. I do the best I can whether or not the teacher will check my work. I like to be given choices of how I can do things.
Sample Qs found in the LSP Sociological preferences I like to work alone. I like to work with a couple of my friends. I like adults nearby when I'm working alone or with a friend.
Sample Qs found in the LSP Physiological preferences When I learn something new, I most like to learn about it by:- reading about it- hearing a record.- playing games.- going someplace and seeing for myself. The things I remember best are the things:- someone other than my teacher tells me.- I learned about on trips.- I heard on records or tapes.- I tried or worked on. I like to eat or drink or chew while I study. I can eat, drink, or nibble only after I finish studying. When I have homework to do, I like to get up early in the morning to do it. I can remember things when I study them in the afternoon. I enjoy working on things without interruption when I know how to do them. It is difficult for me to sit in one place for long.
Importance of Identifying Learning Style provides each person (child or adult) with his or her unique set of strengths provides teachers with an organized approach for the application of individualized instruction in the classroom. (http://www.learningstyles.net/en/about-us)
Learning Styles in the Philippines James Wallace 1995 study (http://findarticles.com/p/articles/mi_qa3673/is_n4_v115/ai_n28660264)
Learning Styles in the Philippines Learning Style Inventory (LSI) of Dunn, Dunn, and Price (1992) was administered to 450 sixth and seventh grade students in one urban and two rural schools. The LSI is a self-report instrument which analyzes the conditions under which students in grades 3 to 12 prefer to learn.
Learning Styles in the Philippines Filipino students were found to have preferences for 8/22 elements of learning style: Prefer quiet rather than music or other sound when studying. Need bright light to concentrate or they may become drowsy and can't think well. Prefer cool temperatures and believe they do not perform as well when they are warm. Enjoy sitting in wooden, steel, or plastic chairs (formal design) and can work in them for long periods of time.
Learning Styles in the Philippines Students who exhibit these characteristics tend to be sequential and persistent learners: They move from the beginning of a task to the end in a series of discrete stages (Dunn & Milgram, 1993). They prefer to work on only one thing at a time.
Learning Styles in the Philippines BUT Filipino students tend not to be persistent. They take frequent breaks while studying and often prefer to work on several tasks simultaneously. They begin something, stay with it for a while, stop and do something else, and later return to the earlier assignment.
Learning Styles in the Philippines Filipino students appear to learn best in the early morning. They are most alert, most easily attentive, and best behaved at that time.
Learning Styles in the Philippines Filipino students are visual and kinesthetic learners. They prefer to process information by seeing it. They like to receive information from pictures, graphs, diagrams, and visual media.
Learning Styles in the Philippines As kinesthetic learners, Filipino students learn well through whole body involvement and direct experience. They want to be as active as they can. Ex. Role play, field trips, forming the letters of the alphabet with their bodies, and becoming physically involved in the thoughts expressed in poetry
Learning Styles in the Philippines Filipino students, least preferred perceptual modality is auditory.
New mind-set that the Learning Styles theory requires of teachers: To appreciate each student as a unique individual, instead of trying to force all students into one fixed, pre-set model. (http://www.mb.com.ph/articles/208403/implications-learning-styles-instructional-strategies)
LEARNING STYLES OF HIGH AND LOW ACADEMIC ACHIEVING FRESHMAN TEACHER EDUCATION STUDENTS: AN APPLICATION OF THE DUNN AND DUNN’S LEARNING STYLE MODEL Elizabeth Montemayor, MA Maria C. Aplaten, MA Glena C. Mendoza, M.A. Gemma M. Perey, M.A. (http://www.eisrjc.com/journals/journal_1/ucvol1no4-3.pdf)
learning styles of high and low academic achieving freshman teacher education students of the University of the Cordilleras 19 students classified as low achievers and 29 students classified as high achievers Results of the study revealed that no significant difference exists in the learning styles between the low achieving and high achieving students
Drop Out Reduction Program (DORP) Project by the Bureau of Secondary Education (BSE) under the Department of Education (DepEd) Central Office aims to curb the high dropout rates in public schools by offering alternative modes of education for students at the risk of dropping out (SARDO). (http://en.wikipilipinas.org/index.php?title=Drop_Out_Reduction_Program_%28DORP%29)
Drop Out Reduction Program (DORP) First implemented in 1998, the DORP is already perceived to have achieved some success, with a decrease in the dropout rate from 12.51% in AY 2005-2006 to 7.45% in AY 2007-2008.
Some DORP programs and activities Attendance incentives - Monthly awards for SARDOs who complete a whole month of schooling without any incident of tardiness or absence. Re-Connect – Encouraging SARDOs to participate in school-based special interest clubs and other co-curricular activities to help keep their interest in school. Home visits by teachers Differentiated Instruction – Training teachers in different teaching strategies to develop the multiple intelligences of their students as well as a recognition of their diverse learning styles brought about by factors such as gender differences.