3.5. The Dunn and Dunn (1978) learning styles approach to teaching
3.5.3. The programmed learning sequence method (PLS)
The third method of implementation of the Dunn and Dunn (1978) learning style approach in individualising instruction is the Programmed Learning Sequence Method (PLS). Designed for specific learning styles, it is comprised of small, simple steps without the direct supervision of an adult. The PLS is meant to enhance selected learning style characteristics and is not meant to be prescribed for all learners. According to Dunn and Dunn (1992), programmes are designed around target objectives ranging from simple to complex sequenced steps that begin after a pretest and continues with short tests at the end of each frame. Individual learners are exposed to objectives that need mastering. Content is presented in small phases and short steps that are to be mastered gradually (Dunn & Dunn, 1992, p. 203). Through repetition, self-pacing and virtual independence, learners proceed through each objective gradually and responsibly completing related tests accordingly. Programmes are designed to include visual and tactual activities that meet or strengthen these learning preferences (Moodley, 2009).
97 The PLS suits those who prefer to work alone although the incorporation of the added opportunity of peer discussion and small group techniques around what is learnt provides for increased retention (Dunn & Dunn, 1992, p. 197-198 ). This method particularly suits those learners who are motivated, analytic, persistent and responsible who are able to manage their time and organisation well enough to complete the programme sufficiently on their own, calling for assistance when needed. The PLS is a well-structured sequenced approach to materials with each step depending on the mastery of the previous one. It suits learners who prefer to be told what to do than creative learners who may became irritable and bored by this method (Dunn
& Dunn, 1992, p. 197 -198). It is also suited to tactual and visual learners who are able to read and reread materials. Those learners who do not display these characteristics may also be exposed to the PLS method to develop these strengths gradually and repeatedly over time. The method also lends itself to individual learner‘s environmental preferences of working in or outside the classroom, on a carpet or at a desk. This method allows for difficult information to be reinforced and mastered facilitating academic achievement within these selective learning style elements (Moodley, 2009).
Most PLS programmes follow a basic pattern of design. According to Dunn and Dunn (1992, p. 204) they are not difficult to design. Once the topic, concept or skill is organised into a logical, easy to follow sequence, a humorous subtitle to draw especially the global learners is given. The cover is designed and shaped to represent the topic in some way making it appealing to especially those who are tactual. The heading is stated as an introductory sentence that explains what is to be covered and achieved by the end of the programme. Prerequisite instructions are listed at the beginning. A global story, cartoon, humourous beginning related to the topic precedes the information and question frames to draw in the global learners.
Each part of the sequence is called the frame and each frame builds on the previous one. Each frame ends with an item requiring a correct response. The programme is self-paced and faster learners are permitted
‗branching‘ that is bypassing certain frames when answers are correct and sections are mastered. Learners who answer incorrectly are not permitted to do this. Instructions are written in simple short sentences. Each instruction is set out on a frame. Tactual activities and games are incorporated. The frames are bound together and presented as an attractive, eye-catching package with several illustrations and examples of what is to be mastered.
Characteristics/components of the PLS according to Dunn and Dunn (1992), Dunn and Griggs (2000) and Moodley (2009) are as follows:
98
Only one item, skill or concept is presented at a time introduced through a simple written statement.
Questions to demonstrate understanding are provided for each frame or section. Learners may not proceed to the next frame until previous one is mastered.
Learners are required to be active than passive learners. The PLS requires accurate and timely learner responses for completion of the programme and continuation of the learning process.
The programme includes immediate reinforcement since once the learner has recorded a response to questions posed he/she may turn to the section of answers to check for accuracy or inaccuracy providing an effective teaching strategy for immediate awareness of progress.
The PLS is designed to progress to completion on when each step is mastered. Each phase has to be understood and mastered before the next step is followed. On successful answering of each step the learner is directed to proceed. When responses are inaccurate, learners are directed to restudy the frame or to turn to another frame that would provide further information for mastery thus consolidating their base of knowledge before being exposed to new or related ones.
The programme is sequenced and graded from easy to more difficult. Initial frames are written in an uncomplicated, direct way progressing to more complex instructions according to accurate responses demonstrating increased understanding and mastery.
A system of ‗fading‘ is used where less hints and clues are provided toward more complex mastery of material.
The PLS is self-paced and space is provided for direct feedback. Topics are clearly indicated and objectives are clearly stated making focus easy. The global humorous/dramatic story at the beginning captures interest and attention.
Periodic, built-in games reinforce what is taught in print and on audio devices. Sufficient printed and illustrated explanations and examples help visual learners. Low auditory and auditory learners have audio material to access as part of the package.
The option of small group and peer activities are provided and the opportunity to work at their suited environment is afforded.
99 Advantageously, studies conducted by Miller and Lefkowitz (1998) cited in Dunn and Griggs (2000) show statistically higher achievement and attitude test results from learners using the PLS in comparison with those exposed only to traditional teaching. Those who favour quiet and light and less authority fared well with this approach.