PRINCIPLES AND STRATEGIES OF TEACHING IN MEDICAL LABORATORY SCIENCE

➢ Dunn and Dunn Learning Style Model

o Kenneth and Rita Dunn
- The habitual manner in which learners receive o Most people can learn, and each
and perceive information, process it, understand individual has his own unique ways of
it, value it, store it, and recall it mastering new and difficult subject
- Sets of habitual actions on how we are going to matter.
apply our learning o Created in 1970s (1975)
- The way a person processes, internalizes studies, o 5 stimuli and their supporting elements
interprets, and changes new and challenging to match an individual learning style to
materials instructional methodology
- Cognitive style teaches us how we are going to DUNN AND DUNN LEARNING STYLE
understand the learnings

LEARNING STYLE MODELS

➢ Memletic Learning Style Model
o Recognizes that each of us prefers to
learn in different ways.
o Everyone has a mixed learning styles.
o It acknowledges the ideal that learners
may find their style of learning
o There is no right mix of fixed style
o Discover our own learning style,
recognize all of them, and to understand
learning style that is suitable for a
certain situation.
o To develop long-term memory
MEMLETIC LEARNING STYLES
ENVIRONMENTAL Some people study in a cool and quiet room,
while others cannot focus unless they have
music playing

EMOTIONAL Some people work best when motivated and

encouraged, while some feel motivated when
assigned to lead and assume responsibility

SOCIOLOGICAL A number of people need to work alone when

tackling a new and difficult subject, while
others learn best when working with
Other Term: Spatial colleagues
Description: Prefers using pictures, images,
illustrations, graphs, charts, logic puzzles, and spatial
VISUAL
understanding Some people prefer to study at night,
PHYSIOLOGICAL
Area of the brain responsible: Occipital lobes and accomplishing more in a quiet environment
parietal lobes still others find it easier to complete tasks in
Other Term: Auditory-Musical the morning as a part of the daily routine
Description: Prefers using sound and music
AURAL
Area of the brain responsible: Right Temporal lobe
(music)
Global learners prefer to work in an
Other Term: Linguistics PSYCHOLOGICAL environment with soft lighting and informal
Description: Prefers using words, both in speech and
seating. Analytic learners prefer to work in an
VERBAL in writing
environment with bright lighting and formal
Area of the brain responsible: Temporal and Frontal
seating
lobes
Other Term: Kinesthetic
Description: Prefers using body, hands, and sense of ➢ Kolb’s Learning Style
PHYSICAL touch. To put into action o David Kolb
Area of the brain responsible: Cerebellum and o depicts learning as 4 stage cycle
motor cortex
Other Term: Mathematical
beginning with an intermediate concrete
Description: Prefers using logic, reasoning, and experience during which the person
LOGICAL
systems makes observations and reflections
Area of the brain responsible: Left parietal lobes o Then the person develops an abstract
Other Term: Interpersonal theory from which he or she develops
Description: Prefers to learn in groups or with other
SOCIAL people
ideas on how to proceed.
Area of the brain responsible: Frontal and temporal o Finally, the person actively experiments
lobes and limbic system with actions to test them out.
Other Term: Intrapersonal o Based on strengths and weaknesses
Description: Prefers to work alone and use self-study
SOLITARY o Employs strategies and abilities on how
Area of the brain responsible: Frontal and temporal
lobes and limbic system your brain learns best
 PRINCIPLES AND STRATEGIES OF TEACHING IN MEDICAL LABORATORY SCIENCE

o 2 Continuum: ✓ They excel in imagination and awareness of

▪ processing – how we approach a meaning.
task (4 cycle stages) ✓ They are feeling-oriented and people-oriented
▪ perception – north to south and likes working in groups.
access (emotional response of ✓ Strong in arts
how we feel about something,
social, creative, practical, and INTELLECTUAL/ASSIMILATOR LEARNERS
intellectual) ✓ Abstract Conceptualization and Reflective
o The four-stage learning cycle are: Observation Abilities
KOLB’S EXPERIENTIAL LEARNING THEORY ✓ Are organized, logical and precise
✓ Watching and Thinking
✓ They like to learn from lectures, reading, and
contemplation
✓ Requires good explanation rather than practical
✓ They find facts, ideas, and information
fascinating and challenging to people and
emotions
✓ More scientific than artistic
✓ Their strengths are in inductive reasoning,
creating theoretical models and integrating ideas
✓ They prefer playing with ideas to actively and
applying it
Leaning from actual experience. Engage
✓ They are more concerned with ideas than with
Concrete Experience people.
in activity. They have to be involved in
(CE) Abilities
the activity.
Learning by observing others. Step back PRACTICAL/CONVERGER LEARNERS
Reflective
in order to reflect and immediately
Observation (RO) ✓ Abstract Conceptualization and Active
understand the previous situation.
Abilities Experimentation Abilities
Allows learners to ask questions.
Creating theories to explain what is ✓ Are both thinkers and doers
Abstract
Conceptualization
seen. Learners draw conclusions and use ✓ They are those who learn through
ideas that are familiar. Interpreting the experimentation, seeking out new ideas, and
(AC) Abilities
experience.
discovering practical applications
Using theories to solve problems. Actual
Active testing stage. Learners have to apply ✓ They can focus intently on selected subjects
Experimentation (AE) their conclusion and put their ✓ They favor technical challenges to interpersonal
Abilities knowledge into practice to solve their matters
problems. ✓ They are goal oriented and make decisions easily
✓ They are good at decision making and problem
SOCIAL/ ACCOMODATOR LEARNERS solving and likes dealing with technical work
✓ Concrete Experience and Active rather than interpersonal relationships
Experimentations Abilities
✓ They are considered as leaders
✓ Involves doing and doing
✓ Prefer practical skills • Some studies have shown increased levels of
✓ They learn best by analyzing and solving a student achievement when learners with a
problem as a group using their own intuition and strong preference for a certain style were
information from other people rather than from matched with a similar teaching or testing style
books and lectures • Some studies have shown more student
✓ They look for new experiences often take risks satisfaction when the teacher matches the
and employ hands on methods to accomplish student’s learning style, but some have not.
their goals
✓ They actively accomplish things often using trial
and error methods to solve problems.
✓ They may be impatient with other people and act
on intuition and are a risk taker.

CREATIVE/DIVERGER LEARNERS
✓ Concrete Experiences and Reflective
Observation Abilities
✓ Are imaginative
✓ Involves feeling and watching
✓ They have an open mind to new ideas and offer
multiple perspectives
✓ They value brainstorming with a group although
they often listen and observe sharing their own
ideas
✓ They rely on concrete examples to learn, and
trust their own feelings when making decisions