Educ. 16.

Facilitating Learner Centered Teaching & Learning

 MODULE 5. LEARNING/ THINKING STYLES AND MULTIPLE INTELLIGENCES

• Describe the different learning/ thinking styles and multiple intelligences

• Pinpoint your own learning/thinking styles and multiple intelligences
• Plan learning activities that match learners’ learning thinking styles and
multiple intelligences

II. Introduction
One factor that brings about student diversity is thinking/learning styles Individuals think and learn
in distinct ways. In any group of learners there will always be different characteristics, particularly in the learners’
manner of processing information. Some would absorb the lesson better when they work with their hands than when
just listen. Others would prefer to watch a video about the 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. These
preferences involve thinking/ learning styles and multiple intelligences.

Advance Organizer
III. Explain.
The inventory you just answered reflects whether you are visual, auditory or kinesthetic learner. This
is only but one way of describing the variations of learning and teaching styles. A. Hilliard describes “learning
style” as the sum of the patterns of how individuals develop habitual ways of responding to experience.
Howard Gardner identified nine kinds of intelligences that individuals may have.

LEARNING /THINKING STYLES

Learning / Thinking Style refer to the preferred way an individual process information. They describe
a person’s typical mode of thinking remembering or problem solving. Furthermore, styles are usually
considered to be bipolar dimensions. For instance, your particular learning/ thinking styles would lie at a
point in a continuum. Having a particular learning thinking style would lie at a point in a continuum. Having
a particular learning/thinking style simply denotes a tendency to behave in a certain manner. Your style
usually described as a personality dimension which influences your attitude values and social interaction.

There are several perspectives about learning- thinking styles. We shall focus on senory-preferences
and the global-analytic continuum.

Sensory Preferences. Individuals tend to gravitate toward one or two types of sensory input and
maintain a dominance in one of the following types:

Visual Learners. These learners must see their teacher’s action and facial expressions to fully
understand the content of a lesson. They ten to prefer sitting in front so no one would block the view. They
may think in pictures and learn best from visual aids including: diagrams, illustrated textbooks, overhead
transparencies , videos, flipcharts and hand-outs. During a lecture or classroom discussion, visual learners
often prefer to take detailed notes absorb the information.

Ri Charde further breaks down visual learners into:

Visual- iconic. Those who prefer this form of input are more interested in visual imagery such as film,
graphic displays, or pictures in order to solidify learning. They usually have good “picture memory,” a.k.a
iconic imagery and attend to pictorial detail. They would like to read a map better than to read a book.

Visual-symbolic. Those who prefer this form of input feel comfortable with abstract symbolism such as
mathematical formulate or written word. They would prefer read a book than a map and would like to read
about things than hear about them . They tend to be good abstract thinker who do not require practical
means for learning.

Auditory Learners. They learn best through verbal lectures discussions, talking things through and listening
to what others have to say. Auditory learners interpret the underlying meanings of speech through listening
tone of voice, pitch, speed and other nuances. Written information may have little meaning until it is heard.
These learners often benefit from reading text aloud and using a tape recorder. They can attend aurally to
details, translate the spoken word easily into the written word, and are not easily distracted in their
listening ability.
Auditory learners also fall into two categories:
The "Listeners". This is the more common type. Listeners most likely do well in school. Out of school
too, they remember things said to them and make the information their own. They may carry on mental
conversations and figure out how to extend what they learned by reviewing in their heads what they heard
others say.

The Talkers". They are the ones who prefer to talk and discuss. They often find themselves talking
to those around them. In a class setting when the instructor is not asking questions, auditory-verbal
processors (talkers) tend to whisper comments to themselves. They are not trying to be disruptive and may
not even realize that they need to talk.

Tactile/Kinesthetic Learners. Tactile/Kinesthetic persons benefit much from a hands-on approach,

actively exploring the physical world around them. They may find it hard to sit still for long periods. They
may not benefit so much from the discussion or the written materials, and may become distracted by their
need for activity and exploration. Those preferring this form of input move toward active, sensorimotor
learning. They tend to prefer "learning by doing, preferring the use of psychomotor skills to, say, abstract
thinking skills. They tend to have good motor memory and motor coordination.

Global- Analytic Continuum

Analytic. Analytic thinkers tend toward the linear, step-by-step processes of learning. They tend to see
finite elements of patterns rather than the whole; they are the "tree seers. They are more comfortable in a
world of details and hierarchies of information.

Global. Global thinkers lean towards non-linear thought and tend to see the whole pattern rather than
particle elements. They are the forest seers who give attention only to the overall structure and sometimes
ignore details.

Several theorists have tied the global-analytic continuum to the left-brain/right-brain continuum. ln
accord with, Roger Sperry's model, the left-brained dominant individual iS portrayed as the linear (analytic),
verbal, mathematical thinker while the right-brained person is one who is viewed as global, non-linear and
holistic in thought preferences.
Both sides of the brain can reason but through different strategiesIn an individual, one side may be
more dominant than the other. The left brain is regarded as analytic in approach while the right is described
as holistic or global. A successive processor (left brain) prefers to learn in a step-by-step sequential format,
beginning with details leading to a conceptual understanding ot a skill, A simultaneous processor (right brain)
prefers to learn beginning with the general concept and then going on to specifics. See the comparison on
next page:
 Left Brain (analytic) Right Brain (Global)
Successive Hemisphere Style Simultaneous Hemisphere Style
1. Verbal Visual
2. Responds to word meaning Responds to tone of voice
3. Sequential Random
4. Processes information linearly Processes information in varied order
5. Responds to logic Responds to emotion
6. Plans Ahead Impulsive
7. Recalls people’s names Recalls people’s faces
8. Speaks with few gestures Gestures when speaking
9. Punctual Less punctual
10. Prefers formal study design Prefers sound/ music background while studying
11. Prefers bright lights while studying Prefers frequent mobility while studying

Multiple Intelligences
The theory of multiple intelligences (MI) was first described by Howard Gardner in Frames of Mind
(1983). Gardner 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 cultures". Gardner believes that different intelligences
may be independent abilities-a person can be low in one domain area but high in another. All of us possess
the intelligences but in varying degrees of strength.
His most current research indicates that there are nine distinct forms of intelligences. In order to
facilitate learning effectively, teachers should strategies that match these kinds of intelligences. The nine
kinds are:
Visual/Spatial Intelligence (Picture Smart)learning Visually and organizIng ideas spatially. Seeing
concepts in action in order to understand them. The ability to "'see" things in one's mind in planning to
create a product or solve a problem.
Verbal/Linguistic (Word Smart) learning through the spoken and written word. This intelligence is always
valued in the traditional classroom and in traditional assessments of intelligence and achievement.
Mathematical/Logical (Number Smart/Logic Smart) learning through reasoning and problem solving.
Also highly valued in the traditional classroom where students are asked to adapt to logically sequenced
delivery of instruction.
Bodily/Kinesthetic (Body Smart) - learning through interaction with one's environment. This intelligence 1s
the domain of "overly active" learners. It promotes understanding through concrete
experience.
Musical (Music Smart) - learning through patterns, rhythms and music. This includes not only auditory
learning but also the identification of patterns through all the senses.
Intrapersonal (Self Smart) learning through feelings, values and attitudes. This is a decidedly affective
component of learning through which students place value on what they learn and take ownership
for their learning
Interpersonal (People Smart)learning through interaction with others. Not the domain of children who are
simply "talkative" or overly social. This intelligence promotes collaboration and working
cooperatively with others.
Naturalist (Nature Smart)- learning through classification, categories and hierarchies. The naturalist
intelligence picks up on subtle differences in meaning. lt is not simply the study of nature, it can be used in
all areas of study.
Existential (Spirit Smart) learning by seeing the "big picture": "Why are we here? What is my role in the
world? What is my place in my family, school and community? This intelligence seeks
connections to real world understanding and application of new learning.
It is important for teachers to use their knowledge about thinking/ learning style and multiple intelligences in
planning activities to help their students learn effectively. While researches on these typologies continue, it
is clear that the teachers can no longer just teach the text book. It is a sensible practice to teach each child
according to his/her thinking/learning styles and multiple intelligence.
Teaching Strategies guided by Thinking/Learning Styles and Multiple Intelligence

1. Use questions of all types to stimulate various levels of thinking from recalling factual information to
drawing implications and making value judgments.
2. Provide a general overview of material to be learned, i.e., structured overviews, advance organizers,
etc., So that students past experiences will be associated with the new ideas.
3. Allow sufficient time for information to be processed and then integrate using both the right-and left-
brain hemispheres.
4. Set clear purposes before any listening, viewing or reading experience.
5. Warm up before the lesson development by using brainstorming, set induction, etc.
6. Use multisensory means for both processing and retrieving information. (Write directions on the board
and give them orally.)
7.Use a variety of review and reflection strategies to bring closure to learning (writing summaries, creating
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 .(From Cornett, C. E. (1983). What you should know about teaching and learning
styles. Bloomington, IN: Phi Delta Kappa Educational Foundation).
Extend by applying
1. Choose a topic from your field of specialization
2. Think of at least ten learning activities relevant o 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 styles and multiple
intelligence.
Topic Learning Activity Learning Style/ Multiple
Intelligence
1
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5
6
7
8
9
10
Extend by Reflecting:

Your 5-minute non-stop writing begins NOW!

From the Module on Thinking/ Learning Styles and Multiple Intelligences, I
realized
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Evaluate

1. In your own words describe the different learning/thinking styles and multiple intelligences.
2. What is/are your thinking/learning style/s? What are your dominant multiple intelligences?
3. Choose a particular learning style and intelligences of students. Plan learning activities that
match with the particular learning style and multiple intelligences of students.
References:
A. Books
1. Lucas, Maria Rita D., & Corpuz, Brenda B.,2020. Facilitating Learner-Centered Teaching.
5th Ed. Lorimar Publishing Inc.
2. Ormod, Jeanne E.,2004 Educational Psychology: Developing learners, 4 th ed. New Jersey
: Prentice- Hall Inc
3. Bruning, R.H., G.J.,Schraw,M.M, Norby, &R.R. Ronning. 2004.Cognitive Psychology and
Instruction. USA: Pearson Education,Inc.
4. Medin, D.L., Ross, & A.B., Markman. 2005 Cognitive Psychology. 4 th Ed.USA: John Wiley
and Sons, Inc.
B. On-line Resources
1. Conditions of Learning (R.Gagne) . [ On-line]: http: www. gwu.edu/-tip/gagne.html
2. Connectionism (E. Thordike) . [ On-line]: http: www.gwu.edu./tip/thorndike.html
3. Constructivist theory (J. Bruner) . [ On-line]: http: www.gwu.edu./tip/bruner.html
4. Department of Physical Medicine and Rehabilitation (2000). Concepts and Definitions.
Boston: Harvard Medical School. [On-line]. Availble:
http:www.http://www.hmcnet.harvard.edu./pmr/rehabdef.html