Facilitating Learner-Centered

Teaching (PEDFALCT)
Professor: Renz Robert Salvador
Learning/Thinking Styles and Multiple
Intelligences
Module 5
 Presenters

Ms. Hazel Joy Ms. Mary Ann

Crzaldo Magollado
When you miss school,
you miss out!
 NETIQUETTE
 Find a suitable quiet environment.
 Pick an appropriate background.
 Dress and sit appropriately.
 Use headphones to reduce noise.
 Mute your microphone when you're not speaking.
 Pay attention to the agenda.
 Check your internet speed.
STILL REMEMBER THE
PAST?
 VOCABULARY WORDS
• Diversity (di·ver·si·ty) – the practice or quality of including or involving people
from a range of different social and ethnic backgrounds and of different genders,
sexual orientations, etc.
• Continuum (con·tin·u·um) – a continuous sequence in which adjacent elements
are not perceptibly different from each other, although the extremes are quite
distinct.
• Successive (suc·ces·sive) – following one another or following others.
• Simultaneous (si·mul·ta·ne·ous) – occurring, operating, or done at the same
time.
• Kinesthetic (kin·es·thet·ic) – relating to a person's awareness of the position and
movement of the parts of the body by means of sensory organs (proprioceptors) in
the muscles and joints.
 OBJECTIVES

Describe the Pinpoint students Plan learning

different learning/thinking activities that match
learning/thinking style/s and multiple learners'
styles and multiple intelligences. learning/thinking
intelligences. styles and multiple
intelligence.
LEARNING/THINKING STYLES
• It refers to the preferred way an individual processes
information.
• Styles are usually considered to be bipolar dimensions.
• Your style is usually described as a personality dimension
which influences your attitudes, values, and social
interaction.
 Sensory Preferences and 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:
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.
Ri Charde further breaks down visual learners into:

• Visual-iconic – more interested in visual imagery such as film, graphic

displays, or pictures in order to solidify learning.
• Visual-symbolic – comfortable with abstract symbolism such as
mathematical formulae or the written word.
2. Auditory Learners
They learn best through verbal lectures, discussions, talking things
through and listening to what others have to say. These learners
often benefit from reading text aloud and using a tape recorder.
Auditory learners also fall into two categories:
• Listeners – they may even carry on the mental conversation and
figure out how to extend what they learned by reviewing in their
heads what they heard others say.
• Talkers – they are the ones who prefer to talk and discuss. They
often find themselves talking to those around them.
3. Tactile/Kinesthetic Learners
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
process of learning; they are the “tree seers.”

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 theories 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.
LEFT BRAIN (Analytic) RIGHT BRAIN (Global)
Successive Hemispheric Style Simultaneous Hemispheric Style
1. Verbal 1. Visual
2. Responds to word meaning 2. Responds to tone of voice
3. Sequential 3. Random
4. Process information Linearly 4. Process information in varied
information
5. Responds to logic 5. Responds to emotion
LEFT BRAIN (Analytic) RIGHT BRAIN (Global)
6. Plans ahead 6. Impulsive
7. Recalls people's name 7. Recalls people's face
8. Speaks with few gestures 8. Gesture when speaking
9. Punctual 9. Less punctual
10. Prefers formal study design 10. Prefers sound/music
background while studying
11. Prefers bright light while 11.Prefers frequent mobility while
studying studying
 MULTIPLE
• The theory of multiple
INTELLIGENCES
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.

• His most current research indicates that there are nine distinct forms
of intelligences.
 1. Visual/Spatial Intelligence (Picture Smart) –
learning visually and organizing ideas spatially.

2. Verbal/Linguistic (Word Smart) – learning

through the spoken and written word.
3. Mathematical/Logical (Number Smart/Logic
Smart) – learning through reasoning and problem
solving.

4. Bodily/Kinesthetic (Body Smart) – learning

through interaction with one’s environment.
 5. Musical (Music Smart) – learning through
patterns, rhythm, and music.

6. Intrapersonal (Self Smart) – learning through

feelings, values, and attitudes.
7. Interpersonal (People Smart) – learning
through interaction with others.

8. Naturalist (Nature Smart) – learning through

classification, categories, and hierarchies.
 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?”

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.
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 implication and
making value judgements.

2. Provide a general overview of material to be learned, i.e.,

structured overview, 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 right-and left-brain hemispheres.

4. Seat 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).
 GENERALIZATION
1. What are the two types of student diversity?
2. What is learning/thinking style?
3. What are the kinds of multiple intelligence?
 GROUP ACTIVITY
Directions:
1. Choose a topic from your field of specialization.
2. Think at least two learning activities relevant to the topic
you picked.
3. Indicate the thinking/learning styles and multiple
intelligence 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

     

   

   

   
Criteria:
Clarity and delivery of the output - 10 points
Content and strategy - 5 points
Cooperation of the group - 5 points
TOTAL: 20 points
 Evaluation
1. In your own words, describe the different learning/thinking
styles and multiple intelligence.
2. What is/are your thinking/learning style/s? What is your
dominant multiple intelligence?
ASSIGNMENT

Direction: Find and analyze the following:

1.Categories of Exceptionalities; and
2. People-First Language.
REFERENCES
Lucas, M. R. & Corpuz, B. (n.d.). Facilitating Learner-
Centered Teaching. Module 5: Learning/Thinking Styles
and Multiple Intelligences. Retrieved from: November 24,
2022
Thank
You!