Learning/Thinking Skills &

Multiple Intelligences

FACILITATING LEARNING
 LEARNING/THINKING
STYLES
the sum of the patterns of how individuals
develop habitual ways of responding to
experience (A. Hilliard)
an individuals preferred way of Information
processing
a personality dimension which influences
your attitudes, values, and social
 PERSPECTIVES ABOUT
LEARNING-THINKING STYLES

SENSORY PREFERENCES
GLOBAL-ANALYTIC CONTINUUM
SENSORY PREFERENCES
VISUAL LEARNERS: Visual-
iconic &
Visual-symbolic
AUDITORY: Listeners &
Talkers
 SENSORY PREFERENCES
VISUAL LEARNERS
1. VISUAL-ICONIC:
more interested in visual imagery like film, graphic
displays, or pictures to solidify the learning
tend to prefer sitting in front so no one would block
their view and write detailed notes in class to
absorb information
may learn best from visual aids including:
diagrams, illustrated books, overhead
transparencies, videos, flipcharts and hand-outs
 SENSORY PREFERENCES
VISUAL LEARNERS
2. VISUAL SYMBOLIC:
more comfortable with abstract
symbolism such as mathematical
formulas or written word
would like to read about things than
hear about them
tend to be good abstract thinkers who
do not require practical means for
learning
 SENSORY PREFERENCES
AUDITORY LEARNERS
1. LISTENERS
more common type
remember things said to them and make
the information their own
They may even carry mental
conversations and figure out how to
extend what they learned by reviewing in
their heads what they heard others say
 SENSORY PREFERENCES
AUDITORY LEARNERS
2. TALKERS
auditory-verbal processors
prefer to talk and discuss
In a class setting when the
instructor is not asking questions,
they tend to whisper comments to
themselves.
 SENSORY PREFERENCES
TACTILE/KINESTHETIC LEARNERS
Benefit from hands-on approach
Prefer learning from doing
They may find it hard to sit still for
long periods
With good motor memory and motor
coordination
 GLOBAL-ANALYTIC
ANALYTIC
CONTINUUM
prefer linear, step-by-step processes of
learning
Tree seers
GLOBAL
non-linear thinkers
tend to see the whole pattern rather than
particle elements
Forest seers
I guess its
something
about his
eyes or
maybe his
smile.
-Julianna
 A painting is more than
the sum of its parts,' he
would tell me, and then go
on to explain how the cow
by itself is just a cow, and
the meadow by itself is
just grass and flowers,
and the sun peeking
through the trees is just a
beam of light, but put
them all together and
you've got magic.
Wendelin Van Draanen,
Flipped
 ROGER SPERRYS
SPLIT-BRAIN MODEL
Left Brain (Analytic)
Successive Hemisphere Style
1. Verbal
2. Responds to word meaning
3. Sequential
4. Processes information linearly
5. Responds to logic
6. Plans ahead
7. Recalls peoples names
8. Speaks with few gestures
9. Punctual
10. Prefers formal study design
11. Prefers bright lights while studying
Right Brain (Global)
Simultaneous Hemisphere Style
1. Visual
2. Responds to tone of voice
3. Random
4. Processes information in varied order
5. Responds to emotion
6. Impulsive
7. Recalls peoples faces
8. Gestures when speaking
9. Less punctual
10. Prefers sound/music background while
studying
11. Prefers frequent mobility while
studying
 MULTIPLE INTELLIGENCES (MI)

First described by Howard Gardner in

Frames of Mind (1983)
Intelligence: 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
9 distinct forms of intelligences
 9 DISTINCT FORMS OF INTELLIGENCES
Visual/spatial: Picture Smart
Verbal/Linguistic: Word Smart
Mathematical/Logical: Number smart/ Logic smart
Bodily/kinesthetic: Body Smart
Musical: Musically smart
Intrapersonal: Self Smart
Interpersonal: People smart
Naturalist: Nature smart
Existential: Spirit smart
 Teaching Strategies Guided by
Thinking/Learning Styles & MI
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 new ideas.
3. Allow sufficient time for information to be processed
and then integrate using both the right and left
brain hemispheres.
 Teaching Strategies Guided by Thinking/Learning
Styles & MI
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.
7. Use a variety of review and reflection strategies to
bring closure to learning.
8. Use descriptive feedback rather than simply
praising.