Module 5
By: Edelyn Rose Adion & Nelson Apolinar
Learning/Thingking styles
and Multiple Intelligence
Objective
Describe the different learning/thinking styles and
multiple intelligences,
Pinpoint your own learning /thinking style/s and
multiple intelligences
Plan learning activities that match learner’s
learning/thinking styles and multiple intelligences.
STUDENT DIVERSITY
LEARNING / MULTIPLE
THINKING STYLES INTELLIGENCES
Visual / Spatial Verbal /
(Picture Smart) Linguistic
Sensory Preferences Brain Hemispheres (Word Smart)
Bodily/Kinesthetic Musical
(Body Smart) (Music Smart)
Iconic Left Brain
Visual Learners
(Analytic)
Interpersonal Intrapersonal
Symbolic (Self- Smart)
(People Smart)
Auditory Talkers Right Brain
Logico- Naturalistic
Learners (Global) Mathematical (Nature Smart)
Listeners (Number/Logic
Smart)
Tactile /
Kinesthetic Existential
(Spirit Smart)
Learners
Learning Thinking Styles
Refer to preffered way of an individual process of information.
Describes typical mode of thinking, remembering or problem
solving of a person.
Your style usually described as a personality dimension which
influences your attitude, values and social interactions.
Having a particular learning/thinking style simply denotes a
tendency to behave in a certain manner.
Sensory Preferences
-Individuals tend to gravitate toward one or two types of sensory input and
maintain a dominance.
-In learning, its refer to the different ways individuals best absorb and
process information using their senses. Common sensory preferences
include visual (seeing), auditory (hearing), and kinesthetic/tactile
(doing and touching).
DOMINANCE
-In learning styles, "dominance" refers to the preferred or more
developed way an individual absorbs, processes, and retains
information.
Visual Learners
-They must see their teacher’s action and facial expressions to fully
understand the content of a lesson.
Ri Charde
-Stephen Ri Charde is associated with the study of learning and thinking
styles, particularly in the context of visual learners. He further categorizes
visual learners into visual-iconic and visual-symbolic.
Visual Learners
Visual-iconic Visual-symbolic
-Prefers this form of input to be -They feel comfortable with
more interesting in visual imagery abstract symbolism such as
such as films, graphic displays or mathematical formula. Prefer the
pictures to solidify learnings. They books than a map and prefer to
usually good in “Picture Memory” read about things rather than
hearing about them.
Auditory Learners
-Learn through verbal discussions taking things through listening to
others. They interpret underlying meaning of speech through listening to
tone of voice, pitch, speed and etc.
Auditory Learners
Listeners Talkers
-They are the one who most likely -They are the one who prefer to
to do well in school. They talk and discuss. They are not
remember things said to them and trying to be disruptive and may
make the information in their own. not even realize that they need
to talk.
Tactile/Kinesthetic Learners
-Benefit much from hands on approach, actively exploring the physical
world around them. They much not benefit from discussions and written
materials, and become distracted by their need for active exploring.
“Learning by doing”.
Global-Analytic Continuum
-Describes two contrasting yet interconnected learning and thinking
styles: global and analytic.
Global-Analytic Continuum
Global Analytic
-They lean toward non-linear -Tend to linear, step by step
thought and tend to see whole process of learning, they are
pattern rather than particle “tree seers “ tend to see finite
elements. They are ““forest seers” elements of patterns rather than
who gave attention only to the the whole.
overall structure and sometimes
ignore details
Brain Hemispheres
- in facilitating learner-centered teaching, brain's hemispheres is not
about identifying "left-brain" or "right-brain" learners, but rather about
recognizing how both sides of the brain contribute to learning and
how to design instruction that engages both.
ROGER SPERRY
Roger Wolcott Sperry (born Aug. 20,
1913, Hartford, Conn., U.S.—died April
17, 1994, Pasadena, Calif.) was an
American neurobiologist. He was a
corecipient with David Hunter Hubel and
Torsten Nils Wiesel of the Nobel Prize for
Physiology or Medicine in 1981 for their
investigations of brain function, Sperry in
particular for his study of functional
specialization in the cerebral hemispheres.
ROGER SPERRY’S MODEL
Multiple Intelligences
According to Howard Gardener theory, intelligence is an ability or set of
abilities that allows a person to solve a problem or fashion a product that is
valued in one or more cultures.
(9) Distinct forms of Intelligence
[Link]/Spatial intelligence (Picture smart)- ability to see things in one’s
mind in planning to create a product or solve a problem. Learning visually
and organizing ideas spatially.
Multiple Intelligences
[Link]/Linguistic (Word Smart) - Learning through spoken and written
words . Always valued in traditional classroom and in traditional
assessments of intelligence and achievement.
Multiple Intelligences
3. Mathematical/Logical ( Number Smart/Logic Smart)- Learning
through reasoning and problem solving. Highly valued in traditional
classroom where students were asked to adopt logically sequenced
delivery of instructions.
Multiple Intelligences
4. Bodily/kinesthetic (Body Smart) - Learning through interaction with
one’s environment. Domain of overly active leare and promotes
understanding through concrete experience.
Multiple Intelligences
5. Musical (Musical Smart) - Learning through spoken through patterns,
rhythms and music. Includes auditory learning but also identification of
patterns through all the senses.
Multiple Intelligences
6. Intrapersonal (Self Smart) - Learning through feelings, values and
attitudes. Students place value on what they learn and take ownership for
their learning.
Multiple Intelligences
7. Interpersonal ( People Smart) - Learning through interactions with
others. Promotes collaboration and working cooperatively worh others.
Multiple Intelligences
8. Naturalist (Nature Smart) - Learning through classification,
categories and hierarchies. Not simply the study of nature; it can be used
in all areas of study.
Multiple Intelligences
9. Existential (Spirit Smart) - Learning by seeing the “big picture”. This
seeks connections to real world understanding and application of new
learnings.
Teaching Strategies Thinking/Learning Styles Intelligence
1. Use questions of all types to stimulate various levels of thinking from recalling
factual information to drawing implications and making value judgment.
2. Provide a General overview of material to be learned, i.e., advance organizers.
3. Allow sufficient time for information to be processed and then integrate using
both right-and left-brain hemisphere.
4. Set clear purpose before any listening, viewing or reading experience.
5. Warm up before the lesson development by using brainstorming, set induction,
etc.
6. Use multi sensory means for both processing and retrieving information. ( Write
direction on the board and give them orally.)
7. Use variety of review and reflection strategies to bring closure to learning. (
summaries, opinion surveys, etc.)
8. Use descriptive feedback rather than simply praising (“ The example you’ve
provided is an excellent one to point to the concept of.”)