Prof.

Ed 4 Facilitating Learner-Centered Teaching

PARTIDO COLLEGE
Goa Camarines Sur

2nd Semester
School Year- 202

Module No.5 LEARNING/THINKING STYLE AND MULTIPLE

INTELLEGENCES
I- OVERVIEW:

Learners are expected to discuss the different learning challenge, and how to plan
learning activities that match learner’s learning/thinking styles and multiple intelligences.
II- LEARNING OBJECTIVE:
In this module, you are to challenge yourself to attain the following learning outcomes:
 Describe the different learning/thinking styles and multiple intelligences
 Pinpoint your own learning/thinking styles and multiple intelligences
III- INTRODUCTION:
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. Some would
absorb the lesson better when they work with their hands than when they just listen. Others
would prefer to watch a video about a topic. Students, likewise, have preferred ways of
expressing their thoughts, feelings and ideas. Some would prefer to write, others would draw
or even dance and sing. These preferences involve thinking/learning styles and multiple
intelligences.
IV- DISCUSSION AND PRESENTATION:
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. For instance, your
particular learning/thinking style simply denotes a tendency to behave in a certain manner.
Your style is usually described as a personality dimension which influences your attitude
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 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 text books, overhead transparencies, videos, flipcharts
 Prof. Ed 4 Facilitating Learner-Centered Teaching

and hand-outs. During a lecture or classroom discussion, visual learners often prefer to
take detailed notes to absorb information.
 Visual-iconic. Those who prefer this form of input are more interested in visual
imagery such as film, graphic displays, or pictures in order to solidify learning.
They usually have good “picture memory" a.k.a. iconic imagery and attend to
pictorial detail. They would like to read a map better than to read a book.

 Visual symbolic. Those who prefer this form of input feel comfortable with
abstract symbolism such as mathematical formulae or the written word. They
would prefer to read a book than a map and would like to read about things than
hear about them. They tend to be good abstract thinkers who do not 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. Auditory learners interpret the
underlying meanings of speech through listening to tone voice, pitch, speed and other
nuances. Written information may have little meaning until it is heard. These learners
often benefit from reading text aloud and using a tape recorder. They can attend aurally
to details, translate the spoken word easily into the written word, and are not easily
distracted in their listening ability.

Two categories of auditory learners:

 LISTENERS- this is the more common type. They most likely do well in school.
Out of school too, they remember things said to them and make the information
their own. They may even carry on mental conversations 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. In a class setting when the instructor is
not asking questions, auditory-verbal processors (talkers) tend to whisper
comments to themselves. They are not trying to be disruptive and may not even
realize that they need to talk.

Tactile/Kinesthetic Learners. They 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. 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.
 Prof. Ed 4 Facilitating Learner-Centered Teaching

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-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.

LEFT BRAIN (Analytic) RIGHT BRAIN (Global)

Successive Hemispheric Style Simultaneous Hemispheric Style
1. Verbal 1. Verbal
2. Responds to word meaning 2. Responds to tone 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

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)
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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 Intelligence (Word Smart)
Learning through the spoken and written word. This intelligence is always valued in the
traditional classroom and in traditional assessments of intelligence and achievement.
Mathematical/Logical Intelligence (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 Intelligence (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 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. The naturalist intelligence
picks up on 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 and community?” This intelligence seeks connections
to real world understanding and application of new learning.
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.
 Prof. Ed 4 Facilitating Learner-Centered Teaching

While researches on these typologies continue, it is clear that the teachers can no
longer just teach the text book. It is a sensible practice to teach each child according to his/her
thinking/learning styles and multiple intelligence.
Teaching Strategies Guided by Thinking/Learning Styles and Multiple Intelligences
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 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 ...”).

ACTIVITY - 1.

1. Continue a topic from your field of specialization.

2. Think of at least ten learning activities relevant to the topic you picked.
3. Indicate the learning/thinking styles and multiple intelligences that each learning activity
can address.

LEARNING/THINKING STYLES AND

TOPIC LEARNING ACTIVITY
MULTIPLE INTELLIGENCES
1.

2.

3.

4.

5.

6.

7.

8.
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9.

10.

V- Assessment
1. In your own words, describe the different learning/thinking styles and multiple
intelligences.
2. What is/are your learning/thinking styles? What are your dominant multiple
intelligences?
3. Choose a particular learning style and intelligence of students. Plan learning activities
that match with the particular learning styles and multiple intelligences of students.
VI- Assignment:
1. Find the following terms:
a. Exceptional Learners b. Learning Disabilities c. Mental retardation d. autism
e. Physical Disabilities f. Emotional Behavioral Disorder g. Health Impairment
2. What are the basics categories of exceptional learners?

3. What is the difference between the term disability from handicap?

VII-Reference:
Lucas, M.R. D., PhD & Corpuz, B., PhD. Facilitating Learner-Centered Teaching. LORIMAR
Publishing Inc. ISBN 978-621-8035-97-3, 5th Edition.

Prepared by:
NATIVIDAD S. ALEJANDRO, MAEd.
Instructress
Prof. Ed 4 Facilitating Learner-Centered Teaching