Learning/Thinking Styles and Multiple Intelligences

Topic Overview
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.
Desired Learning Outcome: At the end of the lesson the learners should be able to:

A. Describe the different learning/thinking styles and multiple intelligences.

B. Pinpoint your own learning/thinking style/s and multiple intelligences.
C. Plan learning activities that match learners’ learning/thinking styles and multiple
intelligences.
Engage
What type of learner are you? What’s your style? Answer the Learning Style Inventory
below by putting a check (/) mark on the letter of your answer. Then, answer the questions
that follows:
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 me how.
(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
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 the parts 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.

Visual Auditory Kinesthetic

 V = _____ A = ______ K = ______
(Retrieved from: http://www.gigglepotz.com/learnstyles.pdf)
1. What do your scores tell you about your learning and thinking styles?
2. Do you agree with your scores?
3. Is it possible for one to score equally on the three styles? Explain.
Explore
Explain
The inventory you just answered reflects whether you are a visual, auditory, or
kinesthetic learner. This is only but one way of describing the variations of learning and
teaching styles. A. Hilliard describes “learning style” as the sum of the patterns of how
individuals develop habitual ways of responding to experience. Howard Gardner identified
nine kinds of intelligences that individuals may have.
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. Furthermore, 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
There are several perspectives about learning-thinking styles.
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 textbooks, 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.
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.
Tactile/Kinesthetic Learners. They benefit much from a hands-on approach, actively
exploring the physical world around them. 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-bystep 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 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”.
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 intelligences.
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 values 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. 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.
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 of 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).

Elaborate
Evaluate
1. Choose a topic from your field of specialization.
2. Think of at least ten (10) learning activities relevant to the topic you picked.
3. Indicate the thinking/learning styles and multiple intelligences that each learning activity
can address. Remember, a learning activity may address both thinking/learning style and
multiple intelligence.

Topic Learning Activity Learning Styles/Multiple

Intelligence
E.g. Environmental Science Research projects on Analytical/Logical-
renewable energy sources Mathematical Intelligence
 Learners with Exceptionalities
Topic Overview
One significant factor that highlights individual differences and diversity in learning
is the presence of exceptionalities. We commonly refer to learners with exceptionalities as
persons who are different in some way from the “normal” or “average”.
Desired Learning Outcomes
At the end of this lesson, the learners should be able to:
1. describe the basic categories of exceptional learners.
2. define and distinguish the terms disability and handicap.
3. demonstrate “people first” language when referring to exceptional learners and advocate
for its use.
Engage
Explore
Watch at least one (1) of the following films.
1. The Rain Man
2. I am Sam
3. Son-rise a Miracle of Love
4. The Life of Helen Keller
Answer the following questions based on the film you watched.
1. Describe the main character in the movie you watched.
2. What was his/her exceptionality? Describe.
3. What problems/difficulties did the main character experience?
4. Who provided support? What support did he/she get from his/her environment?

Explain
From the movie you watched you saw the challenges that confront a person with
special needs. The person’s adjustment entails the support of the people around him. As a
future teacher, you would probably encounter learners with special needs, more so if special
education is your major. It is therefore necessary that you have both the right information
and proper attitude in dealing with special learners. This well help you perform your task to
facilitate learning. Let us begin by differentiating the words disability and handicap.
Disability. It is a measurable impairment or limitation that “interferes with a person’s
ability, for example, to walk, lift, hear, or learn. It may refer to physical, sensory, or mental
condition” (Shiefelbusch Institute). The word disability has become the more accepted term,
having replaced the word handicap in federal laws in the US, one of which is the Individuals
with Disabilities Education Act (IDEA). IDEA is the law that provides comprehensive
service and support for exceptional learners. Our very own 1987 Philippine Constitution,
Article XIV, Sec. 2, uses the word “disabled” in paragraph (5) “Provide adult citizens, the
disabled, and out-of-school youth with training. Handicap. The word handicap does not have
the same meaning as disability. A handicap is a disadvantage that occurs as a result of a
disability or impairment. The degree of disadvantage (or the extent of the handicap) is often
dependent on the adjustment made by both the person and his environment. Therefore, the
extent to which a disability handicaps an individual can vary greatly. Two persons may have
the same disability but not the same degree of being handicapped. For example, they both
have a hearing impairment, one knows sign language and can read lips while the other
cannot. The first individual would not have as much handicap as the second one.
Categories of Exceptionalities
There are different ways of presenting categories of exceptionalities. For this short
introduction of categories, we are basing it on the categories found in Omrod’s Educational
Psychology (2000).
Specific Cognitive or Academic Difficulties
Learning Disabilities. It involves difficulties in specific cognitive processes like
perception, language, memory, or metacognition that are not due to other disabilities like
mental retardation, emotional or behavioral disorders, or sensory impairments. Examples
include dyslexia (reading), dyscalculia (number operations) and dysgraphia (writing).
Attention-Deficit Hyperactivity Disorder. ADHD is manifested in either or both of
these: (1) difficulty in focusing and maintaining attention and (2) recurrent hyperactive and
impulsive behavior.
Speech and Communication Disorders. There is difficulty in spoken language
including voice disorders, inability to produce the sounds… correctly, stuttering, difficulty
in spoken language comprehension that significantly hamper classroom performance.

Social/Emotional and Behavioral Difficulties

Autism. It is a condition manifested by different levels of impaired social interaction
and communication, repetitive behaviors and limited interests. Individuals with autism
usually have an intense need for routine and a predictable environment.
Mental Retardation. It refers to significant sub-average intelligence and deficits in
adaptive behavior. There is difficulty in managing activities of daily living and in
conducting themselves appropriately in social situations.
Emotional/Conduct Disorders. This involves the presence of emotional states like
depression and aggression over a considerable amount of time that they notably disturb
learning and performance in school.

Physical Disabilities and Health Impairments

Physical and health impairments. This involves physical or medical conditions
(usually long-term) including one or more of these: (1) limited energy and strength, (2)
reduced mental alertness, and/or (3) little muscle control.
Severe and Multiple Disabilities. This refers to the presence of two or more different
types of disability, at times at a profound level. The combination of disabilities makes it
necessary to make specific adaptations and have more specialized educational programs.
Sensory Impairments
Visual Impairments. These are conditions when there is malfunction of the eyes or
optic nerves that prevent normal vision even with corrective lenses.
Hearing Impairments. These involve malfunction of the ear or auditory nerves that
hinders perception of sounds within the frequency range of normal speech.
Giftedness
Giftedness. This involves a significantly high level of cognitive development. There
is unusually high ability or aptitude in one or more of these aspects: intellectual ability,
aptitude in academic subjects, creativity, visual or performing arts or leadership.
People-First Language
This language trend involves putting the person first, not the disability (e.g., a person
with a disability, not a disabled person). Thus, people-first language tells us what conditions
people have, not what they are (Schiefelbusch Institute, 1996). This is similar to saying
“person with AIDS, rather than “AIDS victim”. Other suggestions for referring to those with
disabilities include:
• Avoiding generic labels (people with mental retardation is preferable to the mentally
retarded)
• Emphasizing abilities, not limitations (for instance, uses a wheelchair is preferrable to
confined to a wheelchair)
• Avoiding euphemisms (such as physically-challenged) which are regarded as
condescending and avoid the real issues that result from a disability
• Avoiding implying illness or suffering (had polio is preferrable to is a polio victim, and has
multiple sclerosis is preferrable to suffers from multiple sclerosis) (Department of Physical
Medicine and Rehabilitation, 2000; Schiefelbusch Institute, 1996).

Elaborate
Evaluate
Revise the following sentences to adhere to the people-first language and the other
guidelines given in this lesson.
1.The teacher thought of many strategies to teach the mentally challenged.
2.Their brother is mentally retarded.
3.Their organization is for the autistic.
4. He is a polio victim who currently suffers from post-polio syndrome.
5.There was a blind girl in my psychology class