Learning Styles

Learning/Thinking styles refer to the preferred ways
an individual process information. They describe a

person’s typical mode of thinking remembering or
problem solving.
There are several perspectives about learning

styles. We shall focus on sensory preferences
and the global-analytic continuum.
Sensory Preference
Individuals tend to gravitate toward one or
two types of sensory input and maintain a
dominance in one of the following types:
1. Visual learners – these learners must see

their teachers actions and facial
expressions to fully understand the
content of the lesson
Ri Chardee further breaks down visual learners
into:
a. Visual iconic refers to those who are more

interested in visual imagery such as film, graphic
displays in order to solidify learning
b. Visual symbolic refers to those who feel

comfortable with abstract symbolism such as
mathematical formula or written word.
2. Auditory Learners – they learn best through
verbal lectures, discussion, talking things through
and listening to what others have to say
Categories are:
a. “the listeners” those who prefer to listen; they
remember things said to them and make
information their own.
b. “the talkers” those who prefer to talk and
discuss. They often find themselves talking to
those around them
3. Tactile/Kinesthetic Learners. Tactile/Kinesthetic

persons benefit much from a hands-on approach.
Global-Analytic Continuum
Analytic – analytic thinkers tend toward the linear

step by step process of learning. More comfortable
in a world of details
Global – global thinkers lean towards non-linear

thought and tend to see the whole pattern rather
than particle elements. Give attention only to the
overall structure and sometimes ignore details
Several theorist have tied the global-analytic
continuum to the left brain/right brain
continuum. In accord with Rogers Sperry’s
model, the left-brained dominant individual
portrayed as the linear (analytic) verbal,
mathematical thinker while the right-brained
person is one who is views as global, non-linear
and holistic in thought preferences
LEFT BRAIN (Analytic) RIGHT BRAIN (Global)
Successive Hemispheric Style Successive Hemispheric Style
1. Verbal 1. Visual
2. Respond to word meaning 2. Responds to tone of voice
3. Sequential 3. Random
4. Process information 4. Processes information in
linearly valid order
5 respond to logic 5. Responds to emotion
6. Plans ahead 6. Impulsive
7. Recalls people's name 7. Recalls people’s face
8. Speaks with few gestures 8. Gestures when speaking
9. Punctual 9. Less punctual

10. Prefers formal study 10. Prefers sound/ music
while studying
11. Prefer light while studying 11. Prefers frequent mobility
while studying
Multiple Intelligence
The theory of multiple intelligence (MI) was first described
by Howard Gardner in Frames of Mind (1983)
Intelligence – 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
are but high in other
Distinct Forms of Intelligence
• Visual/Spatial Intelligence (Picture Smart) – learning visually and
organizing ideas spatially. Seeing concepts in action in order to
understand them.
• Verbal/Linguistic (Word Smart) – learning through reasoning and
written word
• Mathematical/Logical (Number smart/Logic Smart) – learning
through reasoning and problem solving
• Bodily/Kinesthetic (Body Smart) – learning through interaction with
one’s environment
• Musical (Musical Smart) – learning through patterns, rhythms &
music
• Intrapersonal (Self-Smart) – learning through feelings, values &
attitudes
• Interpersonal (People Smart) – learning through interaction with
others
• Naturalist (Nature Smart) – learning through classification, categories
and hierarchies
• Existential (Spirit Smart) leaning by seeing the “why are we here”
“what is my role in the world?”. Seeks connections to real world
understanding and application of new learning
Module 6: Learners with Exceptionalities
Disability – a measurable impairment or
limitation that “interferes with a person’s
ability, for example, to walk, lift, hear or
learn. It may refer to a physical sensory or
mental condition” (Schiefelbuseh Institute,
1996)
Categories of Exceptionalities
There are different ways of presenting
categories of exceptionalities. Special
education practitioners would have varying
terms and categories. For this short
introduction of categories, we are basing it on
the categories found n Omrod’s Education
Psychology (2000)
Specific Cognitive or Academic Difficulties
• Learning Disabilities - involves difficulties in specific
cognitive process like perception, language, memory or
metacognition that are not due to other disabilities.
Examples of learning disabilities include dyslexia
(reading), dyscalcucia (number operations) and
dysgraphia (writing)
• Attention-Deficit Hyperactivity Disorder (ADHD) – is
manifested in either or both of these: (1) difficulty on
focusing and maintaining attention (2) recurrent
hyperactive and impulsive behavior.
• Speech and Communication Disorder - 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 – condition manifested by different levels of
impaired social interaction and communication,
respective behaviors and limited interest.
• Mental Retardation – refers to significant sub-
average intelligence and deficits in adaptive behavior.
There is difficulty in managing activities pf 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
This involves physical or medical conditions (usually long
term) including one or more of three: (1) limited energy
and strength (2) reduced mental alertness, and/or (3)
little muscle control
Sensory Impairments
• Visual impairments – there are conditions when
there is malfunction of the eyes or optic nerves that
prevent normal vision even with corrective lenses.
• Hearing Impairment – these involve malfunction if
the ear or auditory verves that hinders perception of
sounds within the frequency range of normal speech
• Giftedness – this involves a significantly high level of
cognitive development. These is usually high ability,
aptitude in academic subjects, creativity, visual or
performing arts leadership
Thank you

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Learning/Thinking styles refer to the preferred ways

an individual process information. They describe a

There are several perspectives about learning

1. Visual learners – these learners must see

a. Visual iconic refers to those who are more

b. Visual symbolic refers to those who feel

3. Tactile/Kinesthetic Learners. Tactile/Kinesthetic

Analytic – analytic thinkers tend toward the linear

Global – global thinkers lean towards non-linear

9. Punctual 9. Less punctual

Intelligence – ability or set of abilities that allows a person

Gardner believes that different intelligences may be

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