Abstract

Among all the various learning style models, the Dunn and Dunn Learning Style Model (DDLSM) in particular has become a widely used method transforming teaching practice. Dunn andand Dunn research literature is scarce when it comes to how the model is used by teachers in general. This is an issue, since the model is a research-based prescriptive model of teaching. Employing observations and interviews to collect data, the present study investigates teachers’ use of the model. Findings indicate that the DDLSM is used for a number of purposes, some of which contradict the model’s prescriptions.

Keywords: the Dunn and Dunn Learning Style Model, learning style, teacher-student interaction, teaching (process)