CCT was one of the first companies that introduced Learning Styles into Singapore. We specialise in customising learning styles programmes for schools.

The programme is best for students from Primary Schools, Secondary Schools and Junior Colleges as well as teachers of the respective institutions

Introduction

Decades of psychological and educational research has proven that in a classroom situation, at least 70% of students cannot remember three quarters of what they either hear or read, and many of those, do not read well. It is therefore necessary to identify all individuals’ learning styles to determine exactly how they take in and process new and difficult information and to teach them how to capitalise on their strengths.

Many people prefer to learn in ways that are different from how other people of the same class, grade, age, culture, race or religion learn. How people learn is referred to as their learning-style. Put differently, learning styles is concerned with how each person is likely to concentrate on, process, internalise, and retain new and difficult information. Learners, and teachers alike, have been proven in over 300 University research studies to be able to improve academic test scores by developing learning or teaching strategies that take into account one’s learning styles.

Of the different learning styles models, the Dunn and Dunn Learning Styles Model is the most widely used and researched learning-styles model in the history of education in North America. Professor Rita Dunn, the principal inventor of the Dunn and Dunn Model, has been involved in 33 years of prize-winning research. In 1992, it won the coveted Mensa Research Award for the best international research, and outstanding contribution to the field of intelligence development. More than 116 institutions of higher education from 14 countries, participated in the research on the Dunn and Dunn Model.

Noteworthy, the Dunn and Dunn Learning Styles Model was the outcome of research initiated by the New York State Department of Education, and collaborative work with the National Association of Secondary School Principals (U.S.). The Learning Styles system is the only research proven approach that is designed to directly improve academic performance.

Within the Singapore context, the concept of learning styles was identified in the Thinking School Learning Nation recommendations by the Ministry of Education as one of the key recommended ways that would help teachers become more effective in teaching, and students develop his or her ability to the fullest (Learning Styles: A Resource Guide for Specialists and Teachers, Psychological Assessment and Research Branch, 2001).

Who should attend/Key benefits

Any individual learner interested in empowering himself/ herself to learn better and more efficiently for the purpose of improving academic grades.

Parents and teachers looking for new insights, techniques and tools from educational and psychological research to help their child to excel will also find this programme highly beneficial.

This programme makes you aware of your own learning styles and equips you with the skills to work with rather than against your learning styles when you have to process new and difficult information.

Programme Content

• A brief history of the Dunn & Dunn (D&D) Model
• An introduction to the TWENTY-ONE (21) elements of the D&D Model and how they determine each person’s learning style
• Basic distinctions drawn between the analytic and global learner and implications

Interpreting the Learning Styles Survey

• Individualised interpretation of the result of their survey.
• Guidance on how to harness one’s learning strengths, modalities, and instructional preferences.

Your Learning Environment

Expands on the Environmental Dimension of Learning

• Defines the elements of sound, light, temperature, and informal versus formal
• Suggests changes to participants’ learning environment to enhance ability to process and / or revise new and / or difficult information
• Suggests strategies to deal with classroom environments that are dissonant to participants’ learning styles
  

Your Physiological Needs

• Identifies one’s preferred and second perceptual modalities, i.e. visual, auditory, kinaesthetic, and / or tactual
• Deals with the role of food intake and mobility while learning
• Deals with the importance of one’s preferred time of learning
  

Your Sociological Needs

• Identifies the social situations in which learning can take place
• Matches participants with their preferred situations and suggests how they can best work towards them
• Draws attention to differences in attitude towards routine and variety and suggests strategies to preferences and situation

Your Emotional Traits

• Draws attention to differences in attitude towards routine and variety
• Identifies emotional traits (motivation, persistence, responsibility & structure) and their implications on learning
• Draws attention to non-conformist personalities and how participants could cope with them

Some Tactual Learning Activities

• Suggests activities that would be useful for tactual learners
• Shows how everyday materials can be made into individualised learning aids

Kinaesthetic Learning Activities

• Demonstrates how to structure a given space into a learning environment suitable for kinaesthetic learners
• Suggests how learning and revision can be structured around games you design to be played by yourself or with others

Test-wiseness

• Examines the nature of exam questions
• Shows how to read questions effectively and correctly
• Shows how the inherent nature of multiple-choice questions can be exploited to maximise scoring in adverse situations
• Suggests exam strategies for essay and short structured questions
• Contains exercises to reinforce strategies taught