5.2. Why a learning styles approach to teaching in this case?
5.3.2. The Dunn and Dunn (1978) learning styles approach to teaching
175 Yet Participant C was also a strong exponent of using the Dunn and Dunn (1978) perceptual strengths identified in her learners. Having adopted the approach as part of the school‘s expectation, she also presented her learners the opportunities to learn through their learning styles. To this end, Participant C like the other two participants prepared task cards, flip-chutes, learning styles games and other tactile/kinesthetic activities to provide a broader deeper experience for her learners.
Thus the three participants candidly disclosed that within the compliance confines and demands of the department of education, the NCS/CAPS (2012) and the school they collegially and individually navigated their creativity in planning, preparing and presenting the NCS/CAPS (2012). Through the freedom and flexibility afforded them through a supportive innovative institutional environment and the many professional development opportunities provided them, these participants were able to employ a variety of ways to meet individual learner‘s needs. According to the data, the Dunn and Dunn (1978) learning styles approach to teaching seemed to offer the most comprehensive, current, creative and constructive means of exploring and implementing their individual teaching styles within a learner-centred curriculum and pedagogy, one that rose beyond their expectations.
176 Figure3. Using the NCS/CAPS (2012) policy documents, grade level learning outcomes and assessment standards, teachers design learning styles resources using various materials. At training teachers are exposed to hands-on practical work in preparing them to implement teaching the NCS/CAPS (2012) through the Dunn and Dunn (1978) learning styles approach.
177 Figure 4. A teacher making a flipschute used in tactual learning
178
179 Figure 5.Using a vinyl checkered mat, teachers design kinesthetic resources to be used across all learning but especially for use in Mathematics
Thus
teachers were trained on how to implement the curriculum according to the Dunn and Dunn (1978) Learning Styles Inventory (LSI) with the learner as emphasis. Participant C convinced herself that she would place her
180 learners first. She coyly admitted that she had to adapt and change her personal view to adjust her classroom delivery accordingly to what suited the learner best. She ventured that with the whole motive of improving learner performance, she embraced teaching in a different way to see if there was going to be any change.
Teachers were taught how to introduce their lessons in the two processing styles, global and analytical.
Learners were introduced additively to the 21 elements of the LSI prior to being individually profiled to ascertain their individual learning styles through a story, Mission from Nostyle: Wonder meets the Space Children (Braio, 2005). In describing how learners were introduced to the programme, Participant A explained that teachers began by experimenting with little lessons, games, changes to their lessons to see how learners responded. Participant A further explained that from the introductory story, learners were able to associate with one of the two different characters. This was to identify and separate the global and analytical processors. Participant C stated that she went about exposing her learners to the various elements prior to individually profiling her learners through a process of elimination. She explained,
―Before I even introduced them to the new environment, I had to introduce them to what was learning styles. They had to experience light even if it wasn‘t their preference. Experiencing that and realising that that may not have been their best preference, then allowed them to move to, maybe, a dark area which was best suited for them. So I had to actually expose them to every single element and they had to experience it and eliminate it if it didn‘t suit their learning style. And that‘s how they eventually were exposed to that.‖
Participants A and C confirmed, however, that though this introduction was necessary, it was most imperative to have learners identify their learning strengths more accurately according to their individual profiles. Thus Participants A and C explained after being trained to introduce learners to their individual learning styles through the story and several hands-on activities, learner profiling was conducted through an online computerised questionnaire with the help of an expert trainer. Participant A confirmed,
―The learners were actually "profiled" on a computer. And they were given a print out of their learning preferences so that they could see what their particular learning strength was in each of the twenty one elements.‖
Figure 6.A learner taking the online LSI questionnaire with the help of an expert outsider
181 Thus, through the analysis of the individual profiles of learners in their classes, all of the participants were able to understand and implement the curriculum through the Dunn and Dunn (1978) learning styles approach to teaching. Participant B and C expressed that it was certainly a learner-centred approach which took into account different forms of learning. This included several categories. Tactual learners preferred using their hands to remember and learn, kinesthetic learners, were those whose preference was to use their
182 bodies to experience information and learning, analytics required step by step instructions, generally preferring to sit in front of a hard desk and chair, global learners preferred knowing the full picture of what they needed to process and why up front.
The following artifact data of learner and teacher resources below were a record of displays of the 21 elements of the Learning Styles Inventory introduced to learners through activities before and after their individual profiling. Learners were able to identify and constantly refer to their strength in choosing the type of activities planned for them according to their style preferences.
Figure7. Learners categorised according to their learning style profiles. Lists are displayed for teacher and learner access.
183 Furthermore, in describing in depth how they went about regarding the different strands for the different learners in their classrooms, all of the participants provided in depth detail into how they implemented each strand of the LSI for individual learners. Participant C began by stating that after the initial training sessions the first adjustments toward implementation in her class was within the environmental strand. She explained that to provide a comfortable relaxing learning environment in accordance to the approach, she provided analytics a desk and a chair and had couches, bean bags and Pilate‘s balls for those requiring softer, more informal seating. Learners were permitted to sit in groups or pairs or alone according to their individual preference. Classroom space was adjusted through partitions to provide quiet zones, darker areas, and for those who needed to be alone. A carpeted, open area for those who wished to work more informally was created. Those who required bright light faced open windows that streamed in natural light or worked outdoors. Participant A informed,
―If a learner thought he or she learnt best while relaxed on a bean bag, we allowed them to do that while we introduced the lesson. We believed that they would receive the information and maintain focus and thus retain that information better.‖
―So we had a classroom where some were sitting on a bean bag, some were sitting on chairs some were bouncing on a ball.‖
Those learners who needed to work in bright light or have the flexibility of working outdoors were afforded the opportunity to do so according to their social preferences. Learners with a preference for silence whilst they worked were given ear muffs whilst where there was a majority with a preference for sound, teachers provided soft background instrumental music. This was done during test times as well.
Temperature preferences of individual learners were catered for according to school resources. Fans and heaters were used according to the time of year, however, learners were allowed to bring in little blanket throw-overs if they desired. They could also remove their shoes indoors.
184 Sociological preferences were fully catered for as teachers permitted learners to work alone, in pairs, in small groups or with adult supervision through discussion and hands-on activities. This afforded learners the opportunity for self-management, development in social dynamics and creativity. Participants shared that in implementing the various content and skills, they included learners‘ input into how it could be learnt through individual social preferences, teamwork and self. Participant C explained,
―There are a lot of learners that need peer assistance, peer learning or to be in groups or pairs. They learn best because peer learning is one of the best ways of learning, so that was very important. Adult guidance was important, so that the teacher had to play the role of the guide, not to instruct but to kind of probe them into their own thought. And then, all in all there had to be team work.‖
Regarding the Physiological strand, learners were permitted to have intake of healthy snacks of nuts and raisins, carrot sticks and wine gums if their profiles indicated a need to snack while working as long as their work and work space did not become soiled by the use of this privilege. Learners were further permitted to move when needed for a quick stretch, walk-about or run to apply the mobility preference if they were especially kinesthetic learners who could not be seated for very long periods of time. According to Participant C the whole idea of learning styles was to allow learners to learn in their best suitable way to receive new information. However, all three of the participants reiterated that of significant importance these preferences were offered under conditions within the classroom of respect and discipline. Each learner had to sign a contract upholding the classroom rules.
Under the Emotional strand, the preference for task persistence/multi-tasking was radically provided for according to learner needs through an integrated approach to timetabling for the day. Learners were permitted the option of choice of what they wanted to work on at a given time in the day. Participants explained that once a lesson was introduced according to global/analytic ways in the various learning areas/lessons in the week, learners were permitted to decide on how they wanted to respond in written or activity form to the work. Whilst some worked on Mathematics exercises and games, others worked on English, Afrikaans, Social Sciences or another area according to the week‘s plan with the proviso that due dates were adhered to.
These timeframes were negotiated with the learners. This approach afforded learners who needed flexibility and who could not persist on one task at a time opportunity for variety and creativity. A flipchart (Figure 8) with instructions of tasks to be completed for the week was used to assist learners in covering the necessary work to be done. Learners were able to flip back and forth according to their pace during the course of the
185 programme. This provided analytical learners a step by step approach of what needed to be achieved.
Global learners were offered the overall expectation of what and how they needed to proceed eliminating frustration and fear.
Figure 8 A flipchart with instructions of tasks to be completed.
Significantly, drawing from their years of teaching experience and especially from their knowledge and experience of using the Dunn and Dunn (1978) approach, Participants A, B and C disclosed that the Psychological strand made the most sense for them and was most invaluable. It provided them for the first time the ―how‖ of meeting individual learners‘ information processing styles. The training received in implementation of the curriculum through the Dunn and Dunn (1978) approach to teaching, taught them how to plan, prepare and present the NCS/CAPS (2012) to meet global and analytic processing styles of their learners. Participant B believed that though there were obvious learners with analytic processing styles within the school system and had generally been well catered for through step by step, logical teaching approaches of the school system, she appreciated the knowledge and skills learnt on how to teach to the global processors. She critically stated of global processors,
―Of knowing where you are going and finding your own way there and looking much broader, the recognition of that has been so important. For the global person the big picture is just so vital to their enthusiasm about something.‖
Participant C, in describing how she viewed psychological processing styles said that though in the past all learners were taught to receive new information in a very analytical way, they now had the freedom to
186 receive information globally. She stated that through teachers learning about learning styles learners were able to realise this and be helped. She further stated that this help was to both teacher and learner.
―It helped the teacher, as much as the learner because now the teacher could introduce a lesson from the beginning with the whole picture. Giving them the full picture of what was expected of them, the global view and giving step by step instructions for some learners who did function in this way brought about a meaningful change to my lessons.‖
As part of the psychological strand, learner perceptual strengths were also of significant value and influenced how the curriculum was implemented. The four perceptual styles of visual text/picture, auditory, kinesthetic or tactual were provided for when lessons were especially being introduced. Learners were exposed to a variety of strategies to choose from according to their strongest preference. However, activities involving secondary strengths were also available to learners in order to consolidate or reinforce information learnt. Learners were taught how to make their own resources according to their individual preferences to use at home for study and revision purposes.
Illustrated below are further photo data from school records of how learners were exposed to and catered for their different learning styles strengths according to their individual profiles. It further illustrates learning styles resources created by learners and teachers for the learning, teaching and assessment of the NCS/CAPS (2012) through the Dunn and Dunn (1978) learning styles approach to teaching.
Figure 9.Flipschutes made by learners for tactual learning used in all learning areas
Figure 10.A tactual learner working
independently during a Life Orientation
187 lesson using cards
Figure 11.Flipschutes and task cards made by tactual learners used in pair work during Mathematics
188 Figure 12. English tactual group activity using task card
Figure13. An independent visual learner learning through mind maps in Social Science
189 Figure14. Kinesthetic (wholebod) pair work activity in Mathematics using a vinyl numbered
checkered mat
Figure15. Learners requiring quiet wearing earphones to muffle out sounds. Informal seating is afforded those requiring it. Lap-desks are used to press on. Learners welcome to take off shoes for comfort.
Figure16.Teach-back Activity during Social Science: Auditory learners requiring oral discussions around a
group task on Mapwork and Direction
190 Figure17.Tactual learners‘ hands-on learning during Technology congruent with NCS/CAPS (2012)
principles.
191 Figure18. Dividers are used to create dimly lit areas for those learners requiring dim lighting. Blankets are brought in for those learners needing warmth.
Figure 19. Soft instrumental usually classical music plays in the background for those learners requiring sound while working.
192 Figure 20. A carpet is provided for informal seating. Plastic recycled tubs are used to store resources.
Figure 21.Visual drawings and use of colour in doing written Mathematics exercises
193 Figure 22. Kinesthetic learners requiring mobility sit on Pilate‘s Balls while working
Figure 23. Bean bags used for informal seating
194 Figure 24.Learners permitted to sit informally lying down or on a lean – to while working according to their learning style preference
Figure25.Those learners preferring to work outdoors are provided with lap-desks
195 Figure26.Through exploration and practical application a process approach to learning is provided.
.
Figure27.Working independently outdoors - Learners remain task focused
196 Figure28. Auditory self learning with the aid of tape recorders and earphones
Figure29.Partitions used to create quiet dimly lit area for those who also need to be in group
197 Figure30. Informal quiet areas for those who prefer to work independently on their own
Figure 31. Flexibility in time management. Learners afforded the opportunity to choose when to work on different tasks in the day. While some work on Mathematics exercises some are able to read, take a walk or work on another task.
198 Figure32.Auditory learners - boys and girls with similar preferences in a group discussion
Figure33.Resources used for auditory learning
199 Figure34.Kinesthetic learners using drama during a Geography lesson
Figure35.Numerical task cards used in a visual tactile learning to illustrate decomposition of numbers