Facilitating Learner-Centered Teaching: Module 5 - Learning/Thinking Styles and Multiple Intelligences

Facilitating Learner-Centered Teaching
Module 5 – Learning/Thinking Styles

and Multiple Intelligences
Learning Outcomes
1. Describe the different learning/thinking styles and multiple intelligences
2. Pinpoint your own learning/thinking styles and multiple intelligences
3. Plan learning activities that match learners’ learning/thinking styles and multiple
intelligences
Activity:
What type of learner are you? What’s your style? Answer the Learning Style Inventory
below, and find out!
1. If I have to learn how to do something, I learn best when I:

 (V) Watch someone show me love.
(A) Hear someone tell me how.
(K) Try to do it myself.
2. When I read, I often find that I:

 (V) Visualize what I am reading in my mind’s eye.
(A) Read out loud or hear the words inside my head.
(K) Fidget and try to “feel” the content.
3. When asked to give directions, I:

(V) See the actual places in my mind as I say them or I prefer to draw them.
(A) Have no difficulty in giving them verbally.
 (K) Have to point or move my body as I give them.
4. If I am unsure how to spell a word, I:

 (V) Write it in order to determine if it looks right.
(A) Spell it out loud in order to determine if it sounds right.
(K) Write it in order to determine if it feels right.
5. When I write, I:
 (V) Am concerned how neat and well-spaced my letters and words appear.
(A) Often say the letters and words to myself.
(K) Push hard on my pen or pencil and can feel the flow of the words or letters as I form
them.
6. If I had to remember a list of items, I would remember it best if I:

 (V) Wrote them down.
(A) Said them over and over to myself.
(K) Moved around and used my fingers to name each item.
7. I prefer teachers who:

 (V) use the board or overhead projector while they lecture.
(A) Talk with a lot of expression.
(K) Use hands-on activities.
8. When trying to concentrate, I have a difficult time when:

(V) There is a lot of clutter or movement in the room.
 There is a lot of noise in the room.
(K) I have to sit still for any length of time.
9. When solving a problem, I:

 (V) Write or draw diagrams to see it.
(A) Talk myself through it.
(K) Use my entire body or move objects to help me think.
10. When given written instructions on how to build something, I:

 (V) Read them silently and try to visualize how the part will fit together.
(A) Read them out loud and talk to myself as I put the parts together.
(K) Try to put the parts together first and read later.
11. To keep occupied while writing, I:

(V) Look around, stare or read.
 Talk or listen to others.
(K) Walk around, manipulate things with my hands, or move/shake my feet as I sit.
12. If I had to verbally describe something to another person, I would:

 (V) Be brief because I do not like to talk at length.
(A) Go into great detail because I like to talk.
(K) Gesture and move around while talking.
13. If someone were verbally describing something to me, I would:

 (V) Try to visualize what she was saying.
(A) Enjoy listening but want to interrupt and talk myself.
(K) Become bored if her description gets too long and detailed.
14. When trying to recall names, I remember:

 (V) Faces but forget names.
(A) Names, but forget faces.
(K) The situation that I met the person other than the person’s name or face.
Scoring Instructions: Add the number of responses for each letter and enter the total below. The
area with the highest number of responses is your primary mode of learning.
Visual Auditory Kinesthetic
V = 11 A=2 K=1
Analysis:
1. What do your scores tell you about your learning and thinking styles?
 I am a visual learner, I learned by reading or seeing pictures. I understand and
remember things by sight. I can picture what I've learned in my head, and I learnd
best by using methods that are primarily visual. I like to see what i have learning.
.
2. Do you agree with your scores?
 Yes, as a visual learner, I usually neat and clean. I often close your eyes to
visualize or remember something, and I will find something to watch if I've
become bored. I may have difficulty with spoken directions and may be easily
distracted by sounds. I am attracted to color and to spoken language (like stories)
that is rich in imagery.
3. Is it possible for one to score equally on the three styles? Explain.

 Yes, According to the VAK model, most people possess a dominant or preferred
learning style. However, some people have a mixed and evenly balanced blend of
the three styles.
Abstraction:
Application:
1. Choose a topic from your field of specialization.
2. Think of at least ten learning activities relevant to the topic you picked.
3. Indicate the thinking/learning styles and multiple intelligences that each learning
activity
can address. Remember, a learning activity may address both thinking/learning style and
multiple intelligence.
Topic Learning Activity Learning Style/Multiple

Intelligence
A 1. Have an activity where they Logical mathematical in
D can practice using fingers to And bodily kinesthetic
D solve basic addition and
I subtraction equations within
T 10 often. Teach counting on
I and back using fingers to
O help solve the harder
N equations within 20.
A
N 2. Teach children how to Logical mathematical And
D solve addition and tactile/kinesthetic learners
subtraction equations
M using small objects, such
U as snap cubes, counting
L bears, Popsicle sticks,
T and two-colored
I counters. These hands-on
P tools are great for our
L tactile learners who need
I to feel and manipulate to
C understand and solve.
A
T 3. Teach children how to Visual learners
I draw pictures to solve
O equations. They can draw
N pictures to represent what
they hear in the story or
simple shapes to draw
things quickly. This helps
children visualize and
solve problems.
4. Let kids up and moving interpersonal

with the human number
line math game.
4. Lay subtraction bowling. Logical mathematical

Set up 10 bowling pins
(or cups) and use a ball to
knock some down.
Record subtraction
equations to represent
what is left standing (i.e.
10 pins-? = ?).
5. Use a sectioned plate and Visual learners

small objects to practice
solving equations. Kids
can count objects into
different sections and
move them to find the
answer. This is an ideal
way to teach and show
the part-part- whole
strategy. You can find
these plates at Ikea.
6. Play addition and Logical mathematical And

subtraction games with a bodily kinesthetic
deck of cards. One
simple one is Addition
War. Each player turns
over 2 cards, adds them
up, and the player with
the higher number gets
the cards. Play until one
player loses all of their
cards.
7. Games with dice are a Logical mathematical And

blast! Kids can roll, bodily kinesthetic
count, and add/subtract
easily with the dot
representations. Great as
an independent game! A
lot of fun can be had
using these jumbo dice in
dice!
8. Give children math Verbal/Linguistic

journals and daily word
problems to solve
independently.
9. Read picture books that Verbal/Linguistic

have word problems in
them. Discuss and solve
together.
Assessment Task:
1. In your own words, describe the different learning/thinking styles and multiple
intelligences.
 They describe a person's typical mode of thinking, remembering or problem
solving. There are several perspectives about learning-thinking styles, two of
these are sensory preferences and global analytic continuum.Multiple
intelligences refers to a theory describing the different ways students learn
and acquire information.
2. What is your thinking/learning style/s? What are your dominant multiple

intelligences?
 Visuals: Visual media help students acquire concrete concepts, such as object
identification, spatial relationship or motor skills. Visual-Spatial Intelligence:
The capacity to think in images and pictures, to visualize accurately and
abstractly.
3. Choose a particular learning style and intelligence of students. Plan learning

activities that match with the particular learning styles and multiple intelligences of
students.
 Words (linguistic intelligence).
 Numbers or logic (logical-mathematical intelligence).
 Pictures (spatial intelligence).
 Music (musical intelligence).
 Self-reflection (intrapersonal intelligence).
 A physical experience (bodily-kinesthetic intelligence).
 A social experience (interpersonal intelligence).
 An experience in the natural world (naturalist intelligence).
Facilitating Learner-Centered
Teaching
MODULE 5
(Learning/Thinking Styles and

Multiple Intelligences)
Submitted by:
LOU JANE G. YESCA
III-BEED
Submitted to:
RICKY APOSTOL
LECTURER

Facilitating Learner-Centered Teaching: Module 5 - Learning/Thinking Styles and Multiple Intelligences

Uploaded by

Copyright:

Available Formats

Facilitating Learner-Centered Teaching: Module 5 - Learning/Thinking Styles and Multiple Intelligences

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Facilitating Learner-Centered Teaching: Module 5 - Learning/Thinking Styles and Multiple Intelligences

Uploaded by

Copyright:

Available Formats

Facilitating Learner-Centered Teaching

Module 5 – Learning/Thinking Styles

1. If I have to learn how to do something, I learn best when I:

2. When I read, I often find that I:

3. When asked to give directions, I:

4. If I am unsure how to spell a word, I:

6. If I had to remember a list of items, I would remember it best if I:

7. I prefer teachers who:

8. When trying to concentrate, I have a difficult time when:

9. When solving a problem, I:

10. When given written instructions on how to build something, I:

11. To keep occupied while writing, I:

12. If I had to verbally describe something to another person, I would:

13. If someone were verbally describing something to me, I would:

14. When trying to recall names, I remember:

3. Is it possible for one to score equally on the three styles? Explain.

1. Choose a topic from your field of specialization.

Topic Learning Activity Learning Style/Multiple

4. Let kids up and moving interpersonal

4. Lay subtraction bowling. Logical mathematical

5. Use a sectioned plate and Visual learners

6. Play addition and Logical mathematical And

7. Games with dice are a Logical mathematical And

8. Give children math Verbal/Linguistic

9. Read picture books that Verbal/Linguistic

2. What is your thinking/learning style/s? What are your dominant multiple

3. Choose a particular learning style and intelligence of students. Plan learning

(Learning/Thinking Styles and

You might also like