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Citation Luc11 /L 1033

The document discusses learning/thinking styles and multiple intelligences. It explains that individuals learn and think in different ways, processing information uniquely. It describes learning/thinking styles as a person's preferred way of processing information, problem solving, or remembering. Multiple intelligences refers to different abilities that allow people to solve problems or create things valued within a culture. The theory suggests teachers should use varied teaching strategies catering to different intelligences to better engage all learners. The document also discusses how information processing theory views learning as internal processing rather than just external behavior change. It describes the stages of how people receive, perceive, store, and retrieve information.

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1K views4 pages

Citation Luc11 /L 1033

The document discusses learning/thinking styles and multiple intelligences. It explains that individuals learn and think in different ways, processing information uniquely. It describes learning/thinking styles as a person's preferred way of processing information, problem solving, or remembering. Multiple intelligences refers to different abilities that allow people to solve problems or create things valued within a culture. The theory suggests teachers should use varied teaching strategies catering to different intelligences to better engage all learners. The document also discusses how information processing theory views learning as internal processing rather than just external behavior change. It describes the stages of how people receive, perceive, store, and retrieve information.

Uploaded by

aya osama
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Learning/Thinking Styles and Multiple Intelligence

-Reflection-

by Kent Mikkel P. Villagonzalo

Every child is special. This is a film recently produced to raise awareness on the

peculiarity and diversity of learners. More so, it reflects the study shared to the class on the

variety of learning/thinking styles. As I understood, each individual thinks and learns in distinct

ways. Thus, in every group of learners, it is evident that certain unique characteristics glisten

particularly in the learners’ manner of processing information. Some would absorb the lesson

better when they work with their hands than when they just listen. Others would prefer to watch

a video about a topic. Students likewise have preferred ways of expressing their thoughts,

feelings and ideas. Some would prefer to write, others would draw or even dance and sing. All

these preferences involve thinking/learning styles and multiple intelligences.

Learning/Thinking styles refer to the preferred way an individual process information.

They describe a person’s typical mode of thinking, remembering or problem solving [ CITATION

Luc11 \l 1033 ]. On the other hand, multiple intelligences theory was first ascribed by Howard

Gardner in Frames of Mind (1983) and defines intelligence as “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 culture”. He

further contends that different intelligences may be independent abilities-a person can be low in

one domain area but high in another. In other words, people vary in processing information

specially in terms of the dominant intelligence one possess.


In general, the theory implies that teachers must vary their teaching strategies that would

cater to the needs of multiple intelligences, thus, allow the learners to process information in the

way he/she prefers. In my daily teaching, I usually apply differentiated instruction as I believe

that this would stimulate learning and give chance to everyone to participate and enjoy learning

depending on their personal taste. As I see it, the students enjoy the activities primarily because

the teachers in our school seldom use diverse strategies. Most of the time, the method utilized

simply focused on discussion and spoon-feeding of data. While this is not a problem, but

students who get used to it sometimes get bored and the instruction itself is very teacher-

centered. Thus, it disregards the relevance of individual differences especially in processing

information and the idea of multiple intelligences. That is why, according to Lucas and Corpuz,

teachers must be guided to these following teaching strategies to amplify learning: use

provocative questions, used motivating and innovative visual materials such as powerpoint

presentations, allow sufficient time for information processing, set clear purpose, warm up

before the lesson development like brainstorming, use multisensory means, use a variety of

review and reflection strategies, and use descriptive feedback.

In the end, contemplating to all this information, I have learned that my teaching

strategies are still insufficient for learners to enhance their learning. I still need to develop more

ways and means in order to maximize class participation and that these intelligences are entitled

for a stimulating learning.


Information Processing Theory

-Reflection-

by Kent Mikkel P. Villagonzalo

Information processing theory is a contradiction to the ideas of the behaviorist as it

asserts that learning is largely an internal, not an external behavior change. Proponents on this

theory look into how we receive, perceive, store and retrieve information. They further believe

that how a person thinks about and interprets what he/she receives shapes what he/she will learn.

IPT describes how the learner receives information (stimuli) from the environment through the

senses and what takes place in between determines whether the information will continue to pass

through the sensory register, then the short term memory and the long term memory [ CITATION

Luc11 \l 1033 ]. IPT becomes more plausible because of the motion that cognitive processes could

be described in a stage-like model. The stages of processing follow a trail along which

information is taken into the memory system, and brought back when needed. However, the

inability to recall information could lead to the decay of the memory.

As a teacher, this is important in a sense that you get to understand how learners process

information. Thus, you will also be able to supplement activities that would encourage them to

restore and retrieve these memories especially those learnings that are fundamental to the new

topic to be absorb. More so, if the learner already had a prior knowledge of the topic and the

teacher has indulged completely the learner to the new topic by helping him/her retrieve the data

in his/her memory then learning becomes a piece of cake and meaningful.


The idea justifies the relevance of review and the many ways to present it. Review is

important not just to check whether something has been retained or learned but also to link it to

the new topic to be learned. With the concepts in IPT, I can then craft activities which encourage

or increase the retrieval of information from one’s memory. More so, these activities could be

helpful in saving concepts in the long term memory which are beneficial in the real-life

businesses of the learners.

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