Module 5:

earning/Thinking
Learning/Thinking
L

tyles aand
Styles
S nd
ultiple
Multiple
M

ntellegences
IIntellegences

Presented by:
NIDEA, BEA M.
 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

learning characteristics, particularly in the
learners’manner of processing information.
 Student Diversity

Learning/Thinking Styles Multiple Intellegences

Brain Virtual/Spatial (Picture Smart)

Sensory
Preferences Hemispheres Verbal/Linguistic (Word Smart)

Logico-Mathematical (Number/Logic Smart)

Visual Iconic
Left Brain
Learners
Symbolic (Analytic) Bodily/Kinesthetic (Body Smart)

Musical (Music Smart)

Auditory Talkers
Right Brain
Learners Interpersonal (People Smart)
Listeners (Global)
Intrapersonal (Self-Smart)
Tactile
Learners Naturalistic (Nature Smart)

Existential (Spirit Smart)

 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.
-styles are usually considered to be bipolar dimensions. Having a
particular learning/thinking styles simply denotes a tendency to
behave in a certain manner.
-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
these learners must see their teachers’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.
 VISUAL-ICONIC VISUAL-SYMBOLIC
THOSE WHO PREFER THIS FORM OF THOSE WHO PREFER THIS FORM OF
INPUT ARE MORE INTERESTED IN INPUT FEEL COMFORTABLE WITH
VISUAL IMAGERY SUCH AS FILM, ABSTRACT SYMBOLISM SUCH AS
GRAPHIC DISPLAYS, OR PICTURES MATHEMATICAL FORMULAE AND
IN ORDER TO SOLIDIFY LEARNING. WOULD LIKE TO READ ABOUT
THINGS THAN HEAR ABOUT THEM.
THEY USUALLY HAVE GOOD
‘PICTURE MEMORY’, (ICONIC THEY TEND TO BE GOOD
IMAGERY) AND ATTEND TO ABSTRACT THINKERS WHO DO NOT
PICTORIAL DETAIL. 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.

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.

they can attend aurally to details, translate to spoken word easily into
the written word, and are not easily distracted in their listening ability
 LISTENERS TALKERS
THIS IS THE MORE COMMON TYPE. THOSE WHO PREFER TO TALK AND
THEY MOST LIKELY DO WELL IN SCHOOL. DISCUSS. THEY OFTEN FIND
OUT OF SCHOOL TOO, THEY REMEMBER THEMSELVES TALKING TO THOSE
THINGS SAID TO THEM AND MAKE THE AROUND THEM.
INFORMATION THEIR OWN,
IN A CLASS, WHEN THE TEACHER IS NOT
THEY MAY EVEN CARRY ON A MENTAL ASKING QUESTIONS, TALKERS TEND TO
CONVERSATIONS AND FIGURE OUT HOW WHISPER COMMENTS TO THEMSELVES.
TO EXTEN WHAT THEY LEARNED BY THEY ARE NOT TRYING TO BE
REVIEWING IN THEIR HEADS WHAT THEY DISRUPTIVE AND MAY NOT EVEN REALIZE
HEARD OTHERS SAY, THAT THEY NEED TO TALK.
TACTILE/KINESTHETIC LEARNERS
Tactile/Kinesthetic people 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 THINKERS
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 THINKERS
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
the Roger Sperry’s model, the left-brained dominant
individual is portrayed as the linear (analytic), verbal,
mathematical thinker while the right-brained dominant
person is one who is viewed as global, non-linear and
holistic in though preferences.
 LEFT BRAIN (Analytic) RIGHT BRAIN (Global)

Successive Hemispheric Style Simultaneous Hemispheric Style

[Link] 1. Visual

2. Responds to word meaning 2. Responds to tone of voice

3. Sequential 3. Random

4. Processes information linearly 4. Processes information in varied order

5. Responds to logic 5. Responds to emotion

6. Plans ahead 6. Impulsive

7. Recalls people’s names 7. Recalls people’s faces

8. Speaks with few gestures 8. Gestures when speaking

9. Punctual 9. Less punctual

10. Prefers formal study design 10. Prefers sound/music background while studying

11. Prefers bright lights while studying 11. Prefers frequent mobility while studying

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.
 MULTIPLE
INTELLEGENCES
the theory of multiple intellegences (MI) was first described by
Howard Gardner in Frames of Mind (1983).
Gardner defines Intellegence 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 believed 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.
VISUAL/SPATIAL INTELLEGENCE
(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 intellegence 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 ones’s
environment. This intellegence 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 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
intellegencepromotes collaboration and
working cooperatively with others.
 NATURALIST
( NATURE SMART)
learning through classification, categories,
and hierarchies. The naturalist intelligence
picks up a 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, or
community?”. This type of intelligence seeks
connections to real world understanding and
application of new learning.
 TEACHING STRATEGIES GUIDED BY
THINKING/LEARNING STYLES AND
MYLTIPLE INTELLEGENCE

Use questions of all typ0es Provide a general overview Allow sufficient time for
to stimulate various levels of material to be learned information to be
of levels of thinking from like structured overviews, processed and then
recalling factual advance organizers, etc., integrate using both the
information to drawing so that students’ past right and left-brain
implications and making experienceswill be hemispheres.
value judgments. associated with the new
ideas.
 TEACHING STRATEGIES GUIDED BY
THINKING/LEARNING STYLES AND
MYLTIPLE INTELLEGENCE

Set clear purposes Warm up before the Use multisensory

before any listening, lesson development by means for both
viewing, or reading using brainstorming, processing and
experience. set induction, etc. retrieving information.
(Write directions on
the board and give
them orally.)
 TEACHING STRATEGIES GUIDED BY
THINKING/LEARNING STYLES AND
MYLTIPLE INTELLEGENCE

Use a variety of review and Use descriptive feedback rather

reflection strategies to bring than simply praising. (“The
closure to learning (writing exaple you’ve provided is an
summaries, creating opinion excellent one to point to the
surveys, etc.) concept of ....”)
THANK YOU
FOR
LISTENING!
Nidea, Bea M.