PROF.ED.

321 – FACILITATING LEARNER-CENTERED TEACHING

CHAPTER 3. STUDENT DIVERSITY

Part 2. Learning/Thinking Styles and Multiple Intelligences

Learning Outcome:
 Pinpoint their own learning/thinking styles and multiple intelligences.
 Describe the different learning/thinking styles and multiple intelligences.
 Plan learning activities that match learner’s learning/thinking styles and multiple
intelligences.

Pre-Activity
What type of learner are you? Let’s identify it by answering this Leaning Style
Inventory.
1. If I have to learn how to do something, I learn best when I:
(V) Watch someone show me how.
(A) Hear someone tell
(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.
Prepared and Compiled by:
JOEWALT T. GALLEGO II
Instructor
PROF.ED. 321 – FACILITATING LEARNER-CENTERED TEACHING

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

(V) There is a lot of clutter or movement in the room.
(A) 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 parts will fit together.
(A) Read them out loud and talk to myself as I put together.
(K) Try to put the parts together first and read later.

11. To keep occupied while waiting, I:

(V) Look around, stare or read.
(A) 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.

START HERE!

Learning/Thinking Styles
Learning/Thinking styles refer to the preferred way an individual processes
information. They describe a person's typical mode of thinking, remembering or
problem solving. 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

sensory preferences and the global-analytic continuum.
Prepared and Compiled by:
JOEWALT T. GALLEGO II
Instructor
PROF.ED. 321 – FACILITATING LEARNER-CENTERED TEACHING

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 actions and facial
expressions to fully understand the content of a lesson. They tend to prefer sitting in
front so no one would block their view. They may think in pictures and learn best
from visual aids including: diagrams, illustrated text books, overhead transparencies,
videos, flipcharts and hand-outs. During a lecture or classroom discussion, visual
learners often prefer to take detailed notes to 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 formula or the written, word. They would prefer to
read a book than a map and would like to read about things than hear about them.
They tend to be good abstract thinkers 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 to 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 even 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
Prepared and Compiled by:
JOEWALT T. GALLEGO II
Instructor
PROF.ED. 321 – FACILITATING LEARNER-CENTERED TEACHING

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. In 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 strategies In 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 of a skill. A simultaneous
processor (right brain) prefers to learn beginning with the general concept and then
going on to specifics.
Left Brain (ANALYTIC) Right Brain (GLOBAL)

Verbal Visual
Responds to word meaning Responds to the tone of the voice
Sequential Random
Processes information linearly Processes information varied order
Responds to Logi Responds to emotion
Plans ahead Impulsive
Recalls People`s name Recalls people's face
Speaks a few Gestures Gestures when speaking
Punctual Less Punctual
Prefers Formal Study Design Prefers Sound Music while studying
Prefers bright lights while studying Prefers frequent mobility while studying

Multiple Intelligences
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
Prepared and Compiled by:
JOEWALT T. GALLEGO II
Instructor
PROF.ED. 321 – FACILITATING LEARNER-CENTERED TEACHING

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 intelligence.
In order to facilitate learning effectively, teachers should use 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 is 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. It 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.

Prepared and Compiled by:

JOEWALT T. GALLEGO II
Instructor
PROF.ED. 321 – FACILITATING LEARNER-CENTERED TEACHING

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...").

APPLY IT!
Choose one topic or lesson and think of at least three (3) Learning activities and
indicate the learning/thinking styles and multiple intelligences that each learning
activity can address.
Topic Learning Activity Plan Learning/Thinking Styles
and Multiple Intelligences

1.

2.

Prepared and Compiled by:

JOEWALT T. GALLEGO II
Instructor
 PROF.ED. 321 – FACILITATING LEARNER-CENTERED TEACHING

3.

ENHANCEMENT ACTIVITY
Think of one lesson or topic. Craft your own learning/lesson plan that match with the
learning styles and multiple intelligences of your learners. Use the rubric below as
your guide in crafting your lesson plan.
Criteria – Percentage Score
Instructional Strategies (50%)
Instructional strategies are appropriate to the learning outcome/s.
Considers the different Learning/Thinking Styles and Multiple
intelligences in addressing the lesson.
Organization (20%)
Lesson plan presented is well-organized and professionally done.
Assessment (30%)
Method for assessing student learning and evaluating instructions is
clearly delineated and authentic.
It has a various activities that assess diverse learners.
Total Percentage

Reference/s:
Corpuz, Brenda B., & Lucas, Maria Rita D., (2020) Facilitating Teacher-Centered Teaching, 5th Ed.,
Lorimar Publishing Inc.,Quezon City, Metro Manila

Prepared and Compiled by:

JOEWALT T. GALLEGO II
Instructor