ProfEd5 Reporting 1

Thinking/Learning Styles
The preferred method of learning and processing information. They describe a

person’s typical mode of thinking, remembering or problem solving. Your style is
Usually described as a personality dimension which influences your attitudes, values
and social interaction
SENSORY PREFERENCES
1. Visual learners - These learners must see their teacher’s actions and facial
expressions to fully understand the content of a lesson. They prefer something to
see while learning. They may think in pictures and learn best learn from visual
aids videos, flipcharts, and handouts.
Ri Charde further breaks down visual learners into:
Visual Iconic- They more interested in visual imagery such as film, graphic display
or pictures in order to solidify learning. They usually have good “picture memory”.
Iconic imagery and attend to pictorial detail.
Visual Symbolic- They feel comfortable with abstract symbolism such as
mathematical formulae or the written word. They would prefer to read book than a
map and would like to read about things than hear about them.
2. Auditory Learners- They learn best through verbal lectures, discussions,

talking 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. Prefer learning through listening.
Two Categories:
 Listeners- This is more common type. 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 that they learned by reviewing in their heads what
they heard others say.
 Talkers- They are the ones prefer to talk and discuss. They often find themselves
talking to those around them. They may find it hard to sit still for long periods.
They may not benefit so much from the discussion or written materials, and may
become distracted by their need for activity and exploration.
3.Tactile/Kinesthetic- They benefit from hands-on approach, actively exploring

the physical world around them.
GLOBAL ANALYTIC CONTINUUM
 Analytic- Analytic thinkers tend toward the linear, step by step process of
learning. They tend to see finite elements of patterns rather than the whole;
they are the “tree seers”.
 Global Learners- Global thinkers lean towards non- linear thought and tend
to see the whole rather than the particle elements; they are the “forest
seers”.
Several theories have tied the global analytic continuum to the left/ right- brain
continuum.
Left Brain (Analytic) Right Brain (Global)
Verbal Visual
Responds to word meaning Responds to tone of voice
Responds to logic Responds to emotion
Plans ahead Impulsive
Recalls people’s name Recalls people’s faces
Speaks with few gestures Gestures when speaking
MULTIPLE INTELLIGENCES
The theory of Multiple Intelligences 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 maybe 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 Intelligence (Picture’s 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 sold a problem.
Verbal/ Linguistic (Word’s 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 (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 sequence delivery of instruction.
Bodily/ Kinesthetic (Body Smart) - -Learning through interaction with one’s

environment. This intelligence is the domain of “overly active” learners. It promoted
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 . 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 six connections to real world understanding and
application of new learning.
Learners with Exceptionalities

We commonly refer to learners with exceptionalities as persons who are different in
some way from the “normal” or “average.” The term “exceptional learners” includes
those with special needs related to cognitive abilities, behavior, social functioning,
physical and sensory impairments, emotional disturbances, and giftedness.
Categories of Exceptionalities
Learning Disabilities.
Learning disabilities involve 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.
Attention-Deficit Hyper Activity Disorder.

ADHD is manifested in either or both of this : (1) Difficulty in focusing and
maintaining attention and (2) recurrent hyper active 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.
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.
Refers to significant sub-average intelligence and deficits in adaptive behavior. There
is difficulty in managing difficulties 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 disturbed learning and performance in
school.
Physical Disabilities and Health Impairments
Physical and Health Impairments.

This involves physical or medical conditions (usually long-terms) including one or
more of these:
(1) Limited energy and strength ,

(2) Reduce 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 involves malfunction of the ear or auditory nerves that hinders perception of
sounds within the frequency range of normal speech.
Giftedness. This involves a significantly high levels 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.

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Thinking/Learning Styles

The preferred method of learning and processing information. They describe a

Ri Charde further breaks down visual learners into:

2. Auditory Learners- They learn best through verbal lectures, discussions,

3.Tactile/Kinesthetic- They benefit from hands-on approach, actively exploring

GLOBAL ANALYTIC CONTINUUM

Left Brain (Analytic) Right Brain (Global)

The theory of Multiple Intelligences was first described by Howard Gardner in

Visual/Spatial Intelligence (Picture’s Smart) – Learning visually and organizing

Mathematical/Logical (Number Smart/ Logic Smart) – Learning through

Bodily/ Kinesthetic (Body Smart) - -Learning through interaction with one’s

Learners with Exceptionalities

Attention-Deficit Hyper Activity Disorder.

Speech and Communication Disorders.

Social/Emotional and Behavioral Difficulties

Emotional/ Conduct Disorders.

Physical and Health Impairments.

(1) Limited energy and strength ,

Severe and Multiple Disabilities.

Giftedness. This involves a significantly high levels of cognitive development. There

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