Dunn and Griggs challenge the traditional instructional process of lecture/discussion in college teaching and describe the theory, practice, and research that support a wider variety of approaches to better accommodate the learning-style preferences of each student. Twenty-five practitioners from varied backgrounds and disciplines, representing 14 colleges and universities, outline alternative strategies they use with diverse students in their instructions of higher education. Some of these practitioners have been using learning-style approaches for decades. Others have conducted research to test the various tenets of the Dunn and Dunn Learning Style Model, and a few, only for the past five years, have begun providing instructional strategies that are congruent with their students' preferences.
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