NAVOTAS POLYTECHNIC COLLEGE

Bangus Street corner Apahap Street

Barangay North Bay Boulevard South, Navotas City

Course Title: Facilitating Learner- Centered Teaching

Section:
Schedule:
Name of Faculty: Lilia D. Padilla
Module Number: #5
Lesson Title Topic: Thinking and Learning Styles (Students Diversity)
Week Number: #7

INTENDED LEARNING OUTCOMES

In this module, challenge yourself to attain the following learning outcomes:

1. Describe the different learning/thinking styles and multiple intelligence.
2. Pinpoint your own learning/thinking style/s and multiple intelligences.
3. Plan learning activities that match learners’ learning/thinking styles and multiple intelligence.

LEARNING AND TEACHING SUPPORT MATERIALS

1. Textbook
2. Graphic organizer
3. Worksheets
4. Articles/notes
5. Video clips/power point presentation

LECTURE PROPER AND DISCUSSIONS

One factor that that brings about student diversity is thinking/learning styles. Individuals think and learn in
distinct ways. Some students absorb the lesson better when they work with their hands than when they just lesson.
Students have preferred ways of expressing their thoughts, feelings, ideas. Some would prefer to write, draw or even
dance and sing.

1. Advance Organizer: Student Diversity

Learning/Thinking Styles Multiple Intelligence

Visual/Spatial
Sensory preferences Brain Hemispheres
Verbal/Linguistic
Iconic
Visual Learners Left Brain Logical/mathematical
Symbolic
(Analytics)
Bodily/Kinesthetic
Auditory Talkers
Learners Right Brain Musical
(Global)
Listeners Interpersonal
Tactile/Kinesth
etic Learners Intrapersonal

naturalist

Existential

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2. Activity: Answer the attached Activity # 1 - Learning Style Inventory and find out what type of learner are you.
What is your style?
Analysis:
a. What do your scores tell you about your learning and thinking styles?
b. Do you agree with your scores?
c. Is it possible for one to score equally on the three styles? Explain

3. Online Video presentation/power point presentation

4. Lecture/Discussion

Abstraction/Generalization:
The inventory you just answered reflects whether you are visual, auditory or kinesthetic learner. 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 have.

 Learning and Thinking Styles

- Refer to the preferred way an individual process information. They describe a person’s typical mode of
thinking. Your style is usually described as a personality dimension which influences your attitudes, values
and social interaction.
1. Sensory preferences – individuals tend to gravitate toward one or two types of sensory input to maintain a
dominance in one of the following types:
a. Visual learners – they must see their teacher’s actions and facial expressions to fully understand the
content of a lesson and learn best from visual aids including diagrams, illustrated textbooks, overhead
transparencies, videos, flip arts and hand-outs.
- Ri Charde further breaks down visual learners into
 Visual-iconic – those who are more interested in visual imagery such as film, graphic displays or
pictures in order to solidify learning. Usually have good “picture memory”.
 Visual-symbolic – those who feel comfortable with abstract symbolism such as mathematical
formula or written word. They prefer to read than hear things.

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b. Auditory learners – interpret the underlying meanings of speech through listening to tone of voice, pitch,
speed and other nuances. They benefit from reading text aloud and using a tape recorder.
- 2 Categories of auditory learners:
 Listeners – They most likely do well in school. They remember things said to them and make the
information their own. They 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 prefer to talk and discuss.

c. 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,” with the use of psychomotor skills
and have good motor memory and motor coordination.

d. Global – Analytic Continuum

 Analytic – tend toward linear, step-by-step process of learning, tend to see finite elements of
patterns rather than the whole, they are the “tree seers” and are more comfortable in a world of
details and hierarchies of information.
 Global – lean towards non-linear thought and tend to see the whole pattern rather than the particle
elements. They are the “forest seers” who give attention only to the overall structure sometimes
ignore details.

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 Roger Sperry’s model:
 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.
 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 while
simultaneous processor (right brain) prefers to learn beginning with the general concept
and then going to specifics.

LEFT BRAIN (Analytic) RIGHT BRAIN (Global)

Successive Hemispheric Style Simultaneous Hemispheric Style
1.verbal 1. visual
2. responds to word meaning 2. responds to tone or voice
3. sequential 3. random
4. processes information linearly 4. processes information in varied order
5. responds 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 which was first described by Howard Gardner in Frames of Mind. (1983).
He defined intelligence as “an ability or set of abilities that allows a person to solve a problem or fashion with a
product that is valued in one or more cultures”. All of us possess the intelligences but in varying degrees of
strength.
Kinds of MI:
1. Visual/Spatial Intelligence (Picture Smart) – learning visually and organizing ideas spatially.
- the ability to see things in one’s mind in planning to create a product to solve a problem.
2. Verbal/Linguistic (Words Smart) – learning through spoken and written word.
3. Mathematical/Logical (Number Smart/Logic Smart) – learning through reasoning and problem solving.
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 4. Bodily/kinesthetic (Body Smart) – learning through interaction with one’s environment. The domain of
overly active learners that promotes understanding through concrete experience.
5. Musical (Music Smart) – learning through patterns, rhythms and music including patterns through all senses.
6. Intrapersonal (Self Smart) – learning through feelings, values and attitudes.
7. Interpersonal (People Smart) – learning through interaction with others, thus promoting collaboration and
working cooperatively with others.
7. Naturalist (Nature Smart) – learning through classification, categories and hierarchies. The naturalist
intelligence picks up on subtle differences in meaning.
8. Existential (Spirit Smart) – learning by seeing the “big picture”. This intelligence seeks connections to real
world understanding an application of new learning.: “Why are we here?” “What is my role in the
world?” “What is my place in the family, school and community?”
 Teaching Strategies guided by Thinking/Learning Styles and Multiple Intelligence.
1. Use questions of all types to stimulate various level of thinking
2. Provide overview of material to be learned like structured overviews, advance organizer, 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 nad left brain
hemispheres.
4. Set clear purposes before any listening, viewing or reading experiences.
5. Warm up before the lesson development by using brainstorming, activities, etc.
6. Use multisensory means for both processing and retrieving information
7. Use variety of review and reflection strategies to bring closure to learning like writing summaries, creating
opinions, insights, etc.
8. Use descriptive feedback rather than simply praising.
6. Application:
1. Answer the attached Skill building Exercise.
2. Research or study related teaching/learning styles of multiple intelligences from books, journal or online
sources. See attached Research Connection Matrix
7. Synapse/Strengtheners:
1. Read about other categories of thinking/learning styles, such as field dependent/field independent types and
concrete abstract continuum.
2. Make a compilation of teaching strategies based on different thinking/learning styles and multiple intelligence.

ASSESSMENT TASK/OUTPUT

1. Checklist: Learning style Inventory.

2. Answer the ff.
a. Describe the different learning/thinking styles and multiple intelligences.
b. What is/are your thinking/learning styles/s? Give examples.
c. Choose a particular learning style and intelligence of students. Plan learning activities that match with the
particular learning styles and multiple intelligences of students.

3. Journal writing
From the module on Thinking/Learning Styles and Multiple intelligences, I realized that ……

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 Assessment: Criteria for grading
A. Journal writing/written output
Content ………………… 20 points
Organization of thoughts ……………… 20 points
30 points
NOTE:
Written reports should be submitted on the date specified by the professor.

READINGS AND OTHER REFERENCES

1. Textbook: Facilitating Learning: A metacognitive Process

By: Ma. Rita D. Lucas, Ph.D. Brenda B. Corpuz, Ph.D.
2. http://www.gigglepotz.com/learnstyles.pdf
3. https://www.cleverism.com/left-brain-vs-right-brain-dominance-the-surprising-truth/
4. https://academics.uafs.edu/sites/academics.uafs.edu/files/Departments/Academic%20Success/THREE
%20LEARNING%20STYLES%20EXPLAINED.pdf
5. https://www.ausmed.com/cpd/articles/learning-styles

ACKNOWLEDGEMENT TO AUTHORS AND OTHER CREATORS

Lilia D. Padilla MA Ed

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