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Unit 1: Focus on the 21st Century Learner

D. Diversity of Learners

Estimated Duration for Study:

Diversity of Learners

Introduction

As our students enter the

classroom, they bring with them a
unique background, set of skills, and
educational needs. No two students
learn the same because of these
traits. Diversity in the classroom does
not just refer to cultural diversity but
also refers to diversity in skills,
knowledge, and needs. Learners have
different strategies, approaches, and
capabilities for learning that are a
function of prior experience and
heredity.

Individuals are born with and

develop their own capabilities and
talents. Thus, as educators, we need to
help students examine their learning
preferences, and expand or modify them, if necessary. Specifically, we need to
look into the different theories related to individual differences such as the
theory of intelligence and concepts of multiple intelligences and learning styles.
Knowledge of these will guide us in identifying the educational needs of our
learners and to have a deeper understanding of their learning capabilities and
styles. It is important to understand these attributes in order to effectively
facilitate learning. As we attend to these differences, we can come up with
instructional methods or create materials that are aligned with the learning
styles of our learners. This can be a huge factor toward succeeding in facilitating
a class that is focused on students’ needs and that is basically how to learn
efficiently.

Learning Outcomes:

At the end of the lesson, you must have:

a. recognized the different theories and concepts related to intelligences and

learning styles;
b. listed possible classroom activities to address various learning styles and
intelligences; and
c. read and analyzed a research paper about multiple intelligences and
learning styles through a matrix

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Let’s Warm – up!

Multiple Intelligences and Learning Styles Inventory

Complete each section by placing a “1” next to each statement you feel
accurately describes you. If you do not identify with a statement, leave the space
provided blank. Then total the column in each section.

Section 1
_____ I enjoy categorizing things by common traits
_____ Ecological (environmental) issues are important to me
_____ Hiking and camping are enjoyable activities
_____ I enjoy working on a garden
Total
_____ I believe preserving (saving/keeping) our National Parks is important
_____ Putting things in hierarchies (system of levels) makes sense to meNumber of
_____ Animals are important in my life 1’s used in
_____ My home has a recycling system in place Section 1
_____ I enjoy studying biology, botany and/or zoology ___________
_____ I spend a great deal of time outdoors

Section 2
_____ I easily pick up on patterns
_____ I focus in on noise and sounds
_____ Moving to a beat is easy for me
_____ I’ve always been interested in playing an instrument
_____ The cadence (rhythm/speed) of poetry intrigues me Total
_____ I remember things by putting them in a rhyme Number of
_____ Concentration is difficult while listening to a radio or television 1’s used in
_____ I enjoy many kinds of music Section 2
_____ Musicals are more interesting than dramatic plays ___________
_____ Remembering song lyrics is easy for me

Section 3
_____ I keep my things neat and orderly
_____ Step-by-step directions are a big help
Total
_____ Solving problems comes easily to me
_____ I get easily frustrated with disorganized people Number of
_____ I can complete calculations quickly in my head 1’s used in
_____ Puzzles requiring reasoning are fun Section 3
_____ I can’t begin an assignment until all my questions are answered ___________
_____ Structure helps me be successful
_____ I find working on a computer spreadsheet or database rewarding
_____ Things have to make sense to me or I am dissatisfied

Section 4
_____ It is important to see my role in the “big picture” of things
_____ I enjoy discussing questions about life
_____ Religion is important to me Total
_____ I enjoy viewing art masterpieces Number of
_____ Relaxation and meditation exercises are rewarding
1’s used in
_____ I like visiting breathtaking sites in nature
Section 3
_____ I enjoy reading ancient and modern philosophers
___________
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_____ Learning new things is easier when I understand their value

_____ I wonder if there are other forms of intelligent life in the universe
_____ Studying history and ancient culture helps give me perspective

Section 5
_____ I learn best interacting with others
_____ “The more the merrier”
_____ Study groups are very productive for me Total
_____ I enjoy chat rooms Number of
_____ Participating in politics is important 1’s used in
_____ Television and radio talk shows are enjoyable Section 3
_____ I am a “team player”
___________
_____ I dislike working alone
_____ Clubs and extracurricular activities are fun
_____ I pay attention to social issues and causes

Section 6
_____I enjoy making things with my hands
_____ Sitting still for long periods of time is difficult for me
_____ I enjoy outdoor games and sports
_____ I value non-verbal communication such as sign language Total
_____ A fit body is important for a fit mind Number of
_____ Arts and crafts are enjoyable pastimes 1’s used in
_____ Expression through dance is beautiful Section 3
_____ I like working with tools ___________
_____ I live an active lifestyle
_____ I learn by doing

Section 7
_____ I enjoy reading all kinds of materials
_____ Taking notes helps me remember and understand
_____ I faithfully (routinely/always) contact friends through letters and/or e-mail
_____ It is easy for me to explain my ideas to others
_____ I keep a journal
_____ Word puzzles like crosswords and jumbles are fun Total
_____ I write for pleasure Number of
_____ I enjoy playing with words like puns, anagrams and spoonerisms1’s used in
_____ Foreign languages interest me Section 3
_____ Debates and public speaking are activities I like to participate in
___________
Section 8
_____ I am keenly aware of my moral beliefs
_____ I learn best when I have an emotional attachment to the subject
_____ Fairness is important to me
_____ My attitude effects how I learn
_____ Social justice issues concern me Total
_____ Working alone can be just as productive as working in a group Number of
_____ I need to know why I should do something before I agree to do 1’s
it used in
_____ When I believe in something I will give 100% effort to it
Section 3
_____ I like to be involved in causes that help others
___________
_____ I am willing to protest or sign a petition to right a wrong
Section 9
_____ I can imagine ideas in my mind

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_____ Re-arranging a room is fun for me

_____ I enjoy creating art using varied media Total
_____ I remember well using graphic organizers Number of
_____ Performance art can be very gratifying 1’s used in
_____ Spreadsheets are great for making charts, graphs and tables Section 3
_____ Three-dimensional puzzles bring me much enjoyment ___________
_____ Music videos are very stimulating
_____ I can recall things in mental pictures
_____ I am good at reading maps, atlases and blueprints

Now carry forward your total from each section and multiply by 10 below:

Section No. of 1’s Multiply Multiplied Score

x 10
x 10
x 10
x 10
x 10
x 10
x 10
x 10
x 10

Now plot your scores on the bar graph provided… color in the blocks up to the
multiplied score.

100
90
80
70
60
50
40
30
20
10
0 Sectio Sectio Sectio Sectio Section Section Section Section Section
n1 n2 n3 n4 5 6 7 8 9
Types Naturali Musical Logical Existenti Interperso Kinesthet Verbal Intrapers Visual
of stic al nal ic onal
Strengt
h

1. Are you familiar with all the intelligences/ learning styles presented in the
activity? Share your brief insights about them.

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2. What are your top 3 types of learning styles? Bottom 3 types of learning
styles?

3. What do you think these learning styles tell you about the course you
chose or the career you might get into in the future?

Let’s Discover!

I. Theories of Intelligence

Researchers define intelligence as the capacity to acquire knowledge, the

ability to think and reason in the abstract, and the capability of solving problems
(Stenberg, 1986).
Any theory of intelligence must be able to do three things: 1.) relate
intelligence to an individual’s internal world and explain what happens when a
person thinks intelligently; 2.) accept the relation between the external world
and that person’s intelligence and explain how intelligence functions in the real
world; 3.) relate intelligence to the individual’s experiences.

 Howard Gardner’s Theory of Multiple Intelligences

The theory of multiple intelligences was developed in 1983 by Dr. Howard

Gardner, professor of education at Harvard University. It suggests that the
traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead,
Dr. Gardner proposes eight different intelligences to account for a broader range
of human potential in children and adults. These intelligences are:

1. Verbal-Linguistic Intelligence (“word smart” or “book smart”)

This intelligence involves the knowing which comes through
language; through reading, writing, and speaking. It involves
understanding the order and meaning of words in both speech and writing
and how to properly use the language. It involves understanding the
sociocultural nuances of a language, including idioms, plays on words, and
linguistically-based humor. If this is a strong intelligence for you, you have
highly developed skills for reading, speaking, and writing and you tend to
think in words. You probably like various kinds of literature, playing word
games, making up poetry and stories, engaging in involved discussions
with other people, debating, formal speaking, creative writing, and telling
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jokes. You are likely precise in expressing yourself and irritated when
others are not! You love learning new words, you do well with written
assignments, and your comprehension of anything you read is high.

2. Mathematical-Logical Intelligence (“math smart” or “logic smart”)

This intelligence uses numbers, math, and logic to find and
understand the various patterns that occur in our lives: thought patterns,
number patterns, visual patterns, color patters, and so on. It begins with
concrete patterns in the real world but gets increasingly abstract as we try
to understand relationships of the patterns we have seen. If you happen to
be a logical-mathematically inclined person you tend to think more
conceptually and abstractly and are often able to see patterns and
relationships that others miss. You probably like to conduct experiments,
to solve puzzles and other problems, to ask cosmic questions, and analyze
circumstances and people’s behavior. You most likely enjoy working with
numbers and mathematical formulas and operations, and you love the
challenge of a complex problem to solve. You are probably systematic and
organized, and you likely always have a logical rationale or argument for
what you are doing or thinking at any given time.

3. Visual-Spatial Intelligence (“art smart” or “picture smart”)

We often say “A picture is worth a thousand words!” or “Seeing is
believing!” This intelligence represents the knowing that occurs through
the shapes, images, patterns, designs, and textures we see with our
external eyes, but also includes all of the images we are able to conjure
inside our heads. If you are strong in this intelligence you tend to think in
images and pictures. You are likely very aware of object, shapes, colors,
textures, and patterns in the environment around you. You probably like to
draw, paint, and make interesting designs and patterns, and work with
clay, 2 colored markers, construction paper, and fabric. Many who are
strong in visual-spatial intelligence love to work jigsaw puzzles, read maps
and find their way around new places. You probably have definite opinions
about colors that go together well, textures that are appropriate and
pleasing, and how a room should be decorated. And, you are likely
excellent at performing tasks that require “seeing with the mind’s eyes,”
such as visualizing, pretending, imagining, and forming mental images.

4. Intrapersonal Intelligence (“self - smart” or “introspection smart”)

At the heart of this intelligence are our human self - reflective
abilities by which we can step outside of ourselves and think about our
own lives. This is the introspective intelligence. It involves our uniquely
human propensity to want to know the meaning, purpose, and significance
of things. It involves our awareness of the inner world of the self,
emotions, values, beliefs, and our various quests for genuine spirituality. If
this intelligence is one of your strong points you may like to work alone
and sometimes you may shy away from others. You are probably self-
reflective and self-aware and thus you tend to be in tune with your inner
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feelings, values, beliefs, and thinking processes. You are frequently

bearers of creative wisdom and insight, are highly intuitive, and you are
inwardly motivated rather than needing external rewards to keep you
going. You are often strong willed, self-confident, and have definite, well-
thought out opinions on almost any issue. Other people will often come to
you for advice and counsel.

5. Bodily-Kinesthetic Intelligence ("body smart" or "movement smart")

We often talk about “learning by doing.” This way of knowing
happens through physical movement and through the knowing of our
physical body. The body “knows” many things that are not necessarily
known by the conscious, logical mind, such as how to ride a bike, how to
parallel park a car, dance the waltz, catch a thrown object, maintain
balance while walking, and where the keys are on a computer keyboard. If
you have strength in this intelligence area you tend to have a keen sense
of body awareness. You like physical movement, dancing, making and
inventing things with your hands, and roleplaying. You probably
communicate well through body language and other physical gestures.
You can often perform a task much better after seeing someone else do it
first and then mimicking their actions. You probably like physical games of
all kinds and you like to demonstrate how to do something for someone
else. You may find it difficult to sit still for long periods of time and are
easily bored or distracted if you are not actively involved in what is going
on around you.

6. Interpersonal (“people smart” or “group smart”)

This is the person-to-person way of knowing. It is the knowing that
happens when we work with and relate to other people, often as part of a
team. This way of knowing also asks use to develop a whole range of
social skills that are needed for effective person-to-person communication
and relating. If this person-to-person way of knowing is more developed in
you, you learn through personal interactions. You probably have lots of
friends, show a great deal of empathy for other people and exhibit a deep
understanding of other points of view. You probably love team activities of
all kinds and are a good team member--you “pull your own weight” and
often much more! You are sensitive to other people’s feelings and ideas,
and are good at piggybacking your ideas on others’ thoughts. And you are
likely skilled at drawing others out in a discussion. You are also probably
skilled in conflict resolution, mediation, and finding compromise when
people are in radical opposition to each other.

7. Naturalist Intelligence (“nature smart” or “environment smart”)

The naturalist intelligence involves the full range of knowing that
occurs in and through our encounters with the natural world including our
recognition, appreciation, and understanding of the natural environment.
It involves such capacities as species discernment, communion with the
natural world and its phenomena, and the ability to recognize and classify
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various flora and fauna. If the naturalist intelligence is one of your

strengths you have a profound love for the outdoors, animals, plants, and
almost any natural object. You are probably fascinated by and noticeably
affected by such things as the weather, changing leaves in the fall, the
sound of the wind, the warm sun or lack thereof, or an insect in the room.
At a young age you were likely nature collectors, adding such things as
bugs, rocks leaves, seashells, sticks, and so on to your collections. You
probably brought home all manner and kinds of stray animals and today
you may have several pets and want more. You tend to have an affinity
with and respect for all living beings.

8. Musical-Rhythmic Intelligence (“music smart” or “sound smart”)

This is the knowing that happens through sound and vibration. In
the original research on the theory of multiple intelligences this
intelligence was called musical-rhythmic intelligence. However, it is not
limited to music and rhythm so I’m calling it auditory-vibrational, for it
deals with the whole realm of sound, tones, beats, and vibrational patterns
as well as music. If you are strong in this intelligence area you likely have
a love of music and rhythmic patterns. You are probably very sensitive to
sounds in the environment; the chirp of cricket, rain on the roof, varying
traffic patterns. You may study and work better with music in the
background. You can often reproduce a melody or rhythmic pattern after
hearing it only once. Various sounds, tones, and rhythms may have a
visible effect on you--others can often see a change in facial expressions,
body movement, or emotional responses. You probably like to create
music and you enjoy listening to a wide variety of music. You may be
skilled at mimicking sounds, language accents, and others’ speech
patterns, and you can probably readily recognize different musical
instruments in a composition.

 The Five Components of Emotional Intelligence by Daniel Goleman

Self-awareness
The ability to recognize and understand personal moods and emotions
and drives, as well as their effect on others. Hallmarks* of self-awareness
include self-confidence, realistic self-assessment, and a self-deprecating
sense of humor. Self-awareness depend on one's ability to monitor one's own
emotion state and to correctly identify and name one's emotions.

Self-regulation
The ability to control or redirect disruptive impulses and moods, and
the propensity to suspend judgment and to think before acting. Hallmarks
include trustworthiness and integrity; comfort with ambiguity; and openness
to change.

Internal motivation
A passion to work for internal reasons that go beyond money and status -
which are external rewards, - such as an inner vision of what is important in
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life, a joy in doing something, curiosity in learning, a flow that comes with
being immersed in an activity. A propensity to pursue goals with energy and
persistence. Hallmarks include a strong drive to achieve, optimism even in
the face of failure, and organizational commitment.

Empathy
The ability to understand the emotional makeup of other people. A skill in
treating people according to their emotional reactions. Hallmarks include
expertise in building and retaining talent, cross-cultural sensitivity, and
service to clients and customers. In an educational context, empathy is often
thought to include, or lead to, sympathy, which implies concern, or care or a
wish to soften negative emotions or experiences in others.

Social Skill
It refers to the proficiency in managing relationships and building
networks, and an ability to find common ground and build rapport.
Hallmarks of social skills include effectiveness in leading change,
persuasiveness, and expertise building and leading teams.

 David Perkin’s Theory of Intelligence

In 1992 book Smart Schools, David Perkins analyses a number of

different educational theories and approaches to education. His analysis is
strongly supportive of Gardner’s theory of multiple intelligences. Perkins
presents detailed arguments that IQ has three major components or
dimensions:

1. Neutral intelligence

This refers to the efficiency and precision of one’s neurological

system. There is substantial evidence that a child’s neural intelligence can
be adversely affected by the mother’s use of drugs such as alcohol and
cocaine during pregnancy. Lead (such as from lead-based paint) can do
severe neural damage to a person. Vitamins, or the lack thereof, can
affect neutral intelligence.

2. Experiential intelligence

This refers to one’s accumulated knowledge and experience in

different areas. It can be thought of as the accumulation of all one’s
expertise. Experiential intelligence is based on years and years of
accumulating knowledge and experiences in both informal and formal
learning environments. Such knowledge and experience can lead to a high
level of expertise in one or more fields.

3. Reflective intelligence

This refers to one’s broad – based strategies for attacking problems,

for learning, and for approaching intellectually challenging tasks. It
includes attitudes that support persistence, systematization, and

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imagination. It includes self – monitoring and self – management. This kind

of intelligence can be thought of as a control system that helps make
effective use of neural intelligence and experiential intelligence. A person
can learn strategies that help to make more effective use of neural and
experiential intelligence (Moursund, 1999).

II. Learning Styles

Learning Styles are divided into two which include the cognitive styles and
the the thinking styles. Let us discuss their individual features.

 Cognitive Styles

Cognitive styles refer to the preferred way individual processes

information. These also describe a person’s typical mode of thinking,
remembering or problem – solving. Furthermore, styles are usually
considered to be bipolar dimensions whereas abilities are unipolar
(ranging from zero to a maximum value). Having more of an ability is
usually considered beneficial while having a particular cognitive style
simply denotes a tendency to behave in a certain manner. Cognitive style
is usually described as a personality dimension which influences attitudes,
values, and social interaction.

The most well-known style is the independent versus dependent

style. It refers to a tendency to approach the environment in an analytical,
as opposed to a global fashion.

Field independent – Individuals can easily separate important

details from a complex or confusing background. They tend to rely
on themselves and their own thought system when solving
problems.

Field dependent – Students with this style find it more difficult to

see the parts in a complex whole. They rely on others’ ideas when
solving problems and are good at interpersonal relationships.

Other cognitive styles that have been identified include:

o Scanning – differences in the extent and intensity of attention resulting

in variations in vividness of experience and the span of awareness.

o Levelling versus sharpening – individual variations in remembering that

pertain to the distinctiveness of memories and the tendency to merge
similar events.

o Reflection versus impulsivity – individual consistencies in the speed

and adequacy with which alternative hypotheses are formed and
responses made.
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o Conceptual differentiation – differences in the tendency to categorize

perceived similarities among stimuli in terms of separate concepts or
dimensions.

 Thinking Style

Thinking style is the characteristic way of processing I formation. It

is the way one acquires knowledge, acquires thoughts, forms views and
opinions, applies one’s value, solves problems, makes plans, decisions,
and expresses oneself to others.

Professor Anthony Gregor, professor of curriculum and instruction,

at the University of Connecticut, has divided thinking styles into four
groups:

Concrete Sequential Thinkers – They tend to be based in reality. They

process information in an ordered, sequential, linear way. To them, reality
consists of what they can detect through their physical sense of sight,
touch, sound, taste, and smell. They notice and recall details easily and
remember facts, specific information, formulas and rules with ease.
“hands on” is a good way for these people to learn.

Concrete Random Thinkers – They are experimenters. Like concrete

sequential, they are based on reality, but are willing to take more of a trial
– and – error approach. Because of this, they often make the intuitive
leaps necessary for true creative thought. They have a strong need to find
alternatives and do things on their own way. If you are a concrete random
thinker, use your divergent thinking ability. Believe that it is good to see
things from more than one viewpoint. Put yourself in a position to solve
problems but give yourself deadlines. Accept your need for change.

Abstract Random Thinkers – They organize information through

reflection, and thrive in unstructured people – oriented environments. The
‘real” world for abstract random thinkers is the world of feelings and
emotions. Their minds absorb ideas, information, and impressions and
organize them through reflection. They remember best if information is
personalized. They feel constricted when they are subjected to a very
structured environment. If you are an abstract random thinker, use your
natural ability to work with others. Recognize how strong emotions
influence your concentration. Build on your strength of learning by
association. Look at the big picture first. Be careful to allow yourself
enough time to finish the job. Remind yourself to do things through plenty
of visual clues, such as colored stickers pasted up where you will see
them.

Abstract Sequential Thinkers – They love the world of theory and

abstract thought. They like to think in concepts and analyze information.
They make great philosophers and research scientists. Their thinking
processes are logical, rational, and intellectual. A favorite activity for these
learners is reading, and when a project needs to be researched they are
very thorough at it. Generally, they prefer to work alone rather than in
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groups. If you are an abstract sequential thinker, give yourself exercises in

logic. Feed your intellect and steer yourself toward highly structured
situations.

 Kolb’s Theory of Learning Styles

Diverging (feeling and watching)

These people are able to look at things from different perspectives.
They are sensitive. They prefer to watch rather than do, tending to gather
information and use imagination to solve problems. They are best at
viewing concrete situations from several different viewpoints.
Kolb called this style 'diverging' because these people perform
better in situations that require ideas-generation, for example,
brainstorming. People with a diverging learning style have broad cultural
interests and like to gather information.
They are interested in people, tend to be imaginative and
emotional, and tend to be strong in the arts. People with the diverging
style prefer to work in groups, to listen with an open mind and to receive
personal feedback.

Assimilating (watching and thinking)

The assimilating learning preference involves a concise, logical
approach. Ideas and concepts are more important than people.
These people require good clear explanation rather than a practical
opportunity. They excel at understanding wide-ranging information and
organizing it in a clear, logical format.
People with an assimilating learning style are less focused on
people and more interested in ideas and abstract concepts. People with
this style are more attracted to logically sound theories than approaches
based on practical value.
This learning style is important for effectiveness in information and
science careers. In formal learning situations, people with this style prefer
readings, lectures, exploring analytical models, and having time to think
things through.

Converging (doing and thinking)

People with a converging learning style can solve problems and will
use their learning to find solutions to practical issues. They prefer
technical tasks, and are less concerned with people and interpersonal
aspects.
People with a converging learning style are best at finding practical
uses for ideas and theories. They can solve problems and make decisions
by finding solutions to questions and problems.
People with a converging learning style are more attracted to
technical tasks and problems than social or interpersonal issues. A
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converging learning style enables specialist and technology abilities.

People with a converging style like to experiment with new ideas, to
simulate, and to work with practical applications.

Accommodating (doing and feeling)

The Accommodating learning style is 'hands-on,' and relies on
intuition rather than logic. These people use other people's analysis, and
prefer to take a practical, experiential approach. They are attracted to new
challenges and experiences, and to carrying out plans.
They commonly act on 'gut' instinct rather than logical analysis.
People with an accommodating learning style will tend to rely on others for
information than carry out their own analysis. This learning style is
prevalent within the general population.

Let’s Check!

In the following table, list down at least four intelligences from the list of
multiple intelligences by Howard Garners and two learning styles from Kolb’s
Theory of Learning Styles. Then, formulate possible classroom activities (title and
short description) that would cater such intelligences and learning styles listed.
Indicate the subject/course, the grade level and the lesson/topic where these
activities be employed.

Subject/Course: _________________________________Grade Level: _________________

Lesson/Topic: _______________________________________________________________

Intelligences Possible Classroom Activities

1. a.

b.

2. a.

b.

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3. a.

b.

4. a.

b.

Learning Styles Possible Classroom Activities

1. a.

b.

2. a.

b.

Final Task: Let’s Do This!

Look for a research article related to Intelligences and Learning Styles.

Read the article and fill out the matrix below. Use bullets to highlight the key
points in the matrix. (Use a separate sheet if necessary.)

Title: Author/s:
Problem/ Theoretical Methodolog Findings Conclusion/ Pedagogical
Objectives Framework y Recommendati Implications (Pls.
ons formulate if not
available)

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Reference
(Complete
APA
bibliographi
cal entry
format)

References:

Armstrong, T. (2020). Multiple Intelligences. Retrieved from

https://www.institute4learning.com/resources/articles/multiple-
intelligences/

McLeod, S. A. (2017, October 24). Kolb - learning styles. Simply Psychology.

https://www.simplypsychology.org/learning-kolb.html.

Vega, V. & Prieto, N. (2012). Facilitating Learning. Mandaluyong City: Books Atbp.
Publishing Corp.

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Unit 1. Focus on the 21st Century Learner
D. Diversity of Learners