Scribd
Upload
178 views17 pages

Styles and Multiple Intelligences

This document discusses learning styles and multiple intelligences. It describes different learning styles including visual, auditory, and tactile/kinesthetic learners. It also outlines Howard Gardner's theory of multiple intelligences, which identifies 9 distinct forms of intelligence: visual/spatial, verbal/linguistic, mathematical/logical, bodily/kinesthetic, musical, intrapersonal, interpersonal, naturalist, and existential. The document provides details on each type of learner and intelligence.

Uploaded by

Jane Agripa
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
178 views17 pages

Styles and Multiple Intelligences

This document discusses learning styles and multiple intelligences. It describes different learning styles including visual, auditory, and tactile/kinesthetic learners. It also outlines Howard Gardner's theory of multiple intelligences, which identifies 9 distinct forms of intelligence: visual/spatial, verbal/linguistic, mathematical/logical, bodily/kinesthetic, musical, intrapersonal, interpersonal, naturalist, and existential. The document provides details on each type of learner and intelligence.

Uploaded by

Jane Agripa
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 17

Lesson 5:

Learning Styles and


Multiple Intelligences
Learning Styles
Learning/Thinking Styles
• refer to the preferred way an individual processes
information. They describe a person’s typical mode
ofthinking, remembering or problem solving.
• Your style is usually described as a personality dimension
which influences your attitudes, values and social interaction.
• There are several perspectives about learning-thinking
styles. We shall focus on sensory 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, Auditory
Learners and Tactile/Kinesthetic Learners.

1. Visual Learners
• These learners must see their teacher’s actions and facial expression 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, they often prefer to take detailed notes to
absorb the information.
*Ri Charde further breaks down visual learners into visual-iconic and visual-symbolic.
2. Visual-iconic
• Learners 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.

3. Visual-symbolic
• Learners feel comfortable with abstract symbolism such as mathematical
formulae 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.
4. Auditory Learners
• They learn best through verbal lectures, discussions, talking things
through and listening to what others have to say.
• They 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 fall into two categories: the listeners and talkers.
“Listeners”
• Learners 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 head what they heard
others say.

“Talkers” (Auditory-Verbal Processors)


• Learners 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, they tend
to whisper comments to themselves.
5. Tactile/Kinesthetic Learners
• Learners 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.
• They move toward active, sensorimotor learning.
• They tend to prefer “learning by doing” preferring the use of
psychomotor skills.
• They tend to have good motor memory and motor coordination.
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 that
allows a person to solve a problem or fashion a product that is
valued in one or more cultures”.
• He 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.
9 Distinct Forms of
Intelligences According to
Howard Gardner:
1. 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.

2. 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.
3. 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.

4. 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.
5. 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.

6. 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.
7. 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.

8. Naturalist (Nature Smart)

• Learning through classification, categories and hierarchies. The


naturalist intelligence picks up on subtledifferences meaning. It
is not simply the study of nature; it can be used in all areas of
study.
9. 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.
Source:
https://www.studocu.com/ph/docu
ment/our-lady-of-fatima-
university/facilitating-learner-
centered-teaching/lecture-
notes/learning-styles-and-multiple-
intelligences/2660187/view

You might also like