Three decades of experimenting with learning-styles instruction for elementary, secondary, and college students internationally have convinced hundreds of administrators and teachers of the effectiveness of teaching by first identifying, and then complementing, how each person begins to concentrate on, process, internalize, and retain new and difficult academic information and skills. Learning-style-responsive strategies also have evidenced effectiveness with adults in business, education, law, nursing, and the health-related professions. However, this is the first book in which professors of higher education share how they have been using learning-styles approaches in their college classrooms.
The contributors to this text are all at different stages of implementing learning-styles-based instruction. Some, like Rita and Ken Dunn, Shirley Griggs, Katy Lux, Sue Ellen Read, and Barbara Thomson, have been focusing on students’ learning styles for decades. Others, including Ann Braio, Barbara Given, Joanne Ingham, and Joyce Miller, have been involved in research on learning styles for years. Several, namely Karen Burke, Heather Pfleger Dunham, Rose Lefkowitz, Barbara Lewthwaite, Bernadyn Suh, and Jodi Taylor, began incorporating style-responsive strategies for students four or more years ago, and a few have only begun during the past two or three years. Among the latter are Robin Boyle, Valerie Englander, Nancy Montgomery, Herbert Pierson, Laura Shea Doolan, and Ralph Terregrossa. Finally, E. L. Deckinger has essentially been an insightful observer and cheerleader for many of us who persist in refining learning-styles theory, practice, and research—with the full knowledge that there is a long road ahead.
The value of this book is that, for the first time, guidelines based on the