POLANGUI COMMUNITY COLLEGE

Polangui, Albay

MODULE 5:

LEARNING/THINKING STYLES
AND MUTIPLE INTELLIGENCES

I. LEARNING OUTCOMES

After this module, the students must have:

1. Describe the different learning/thinking styles and multiple intelligences.

2. Pinpoint your own learning/thinking style/s and multiple intelligences.
3. Plan learning activities that match learners' learning/thinking styles and multiple intelligences.

II. CONTENT DISCUSSION OR ABSTRACTION

A. 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.

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 POLANGUI COMMUNITY COLLEGE
Polangui, Albay

B. PRE-TEST

What type of learner are you? What's your style? Answer the Learning Style Inventory below, and find
out!

1. If I have to learn how to do something, I learn best when I:

(V) Watch someone show me how.
(A) Hear someone tell me how.
(K) Try to do it myself.
2. When I read, I often find that I:
(V) Visualize what I am reading in my mind's eye.
(A) Read out loud or hear the words inside my head
(K) Fidget and try to “fee “the content.
3. When asked to give directions, I:
(V) See the actual places in my mind as I say them or I prefer to draw them.
(A) Have no difficulty in giving them verbally.
(K) Have to point or move my body as I give them.
4. If I am unsure how to spell a word, I:
(V) Write it in order to determine if it looks right.
(A) Spell it out loud in order to determine if it sounds right.
(K) Write it in order to determine if it feels right.
5. When I write, I:
(V) Am concerned how neat and well-spaced my letters and words appear.
(A) Often say the letters and words to myself.
(K) Push hard on my pen or pencil and can feel the flow words or letters as I form them.
6. If I had to remember a list of items, I would remember it best if I:
(V) Wrote them down.
(A) Said them over and over to myself.
(K) Moved around and used my fingers to name each item.
7. I prefer teachers who:
(V) Use the board or overhead projector while they lecture
(A) Talk with a lot of expression.
(K) Use hands-on activities.
8. When trying to concentrate, I have a difficult time when:
(V) There is a lot of clutter or movement in the room.
(A) There is a lot of noise in the room.
(K) I have to sit still for any length of time.
9. When solving a problem, I:

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 POLANGUI COMMUNITY COLLEGE
Polangui, Albay

(V) Write or draw diagrams to see it.

(A) Talk myself through it.
(K) Use my entire body or move objects to help me think

10. When given written instructions on how to build something, I:

(V) Read them silently and try to visualize how the parts will fit together.
(A) Read them out loud and talk to myself as I put the parts together.
(K) Try to put the parts together first and read later.
11. To keep occupied while waiting, I:
(V) Look around, stare or read.
(A) Talk or listen to others.
(K) Walk around, manipulate things with my hands, or move/shake my feet as I sit.
12. If I had to verbally describe something to another person, I would:
(V) Be brief because I do not like to talk at length.
(A) Go into great detail because I like to talk.
(K) Gesture and move around while talking.
13. If someone were verbally describing something to me, I would:
(V) Try to visualize what she was saying.
(A) Enjoy listening but want to interrupt and talk myself.
(K) Become bored if her description gets too long and detailed.
14. When trying to recall names, I remember:
(V) Faces but forget names.
(A) Names, but forget faces.
(K) The situation that I met the person other than the person's name or face.

Scoring Instructions: Add the number of responses for each letter and enter the total below. The
area with the highest number of responses is your primary mode of learning.

Visual Auditory Kinesthetic

V= A= K=

C. ABSTRACTION

The inventory you just answered reflects whether you are .a visual, auditory or kinesthetic learner. This
is only but one way of describing the variations of learning and teaching styles. 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 may have.

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

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 POLANGUI COMMUNITY COLLEGE
Polangui, Albay

usually considered to be bipolar dimensions. For instance, your particular learning/thinking style would lie at
a point in a continuum. Having a 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 attitudes,
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 and hand-outs. During a lecture or classroom discussion,
visual learners often prefer to take detailed notes to absorb the information.

Ri Charde further breaks down visual learners into:

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 of 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 spoken word easily into the written word, and are
not easily distracted in their listening ability.

Auditory learners also fall into two categories:

The "Listeners". This is the more common type. 'Listeners' most likely owe 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.

The "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

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Polangui, Albay

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. Tactile/Kinesthetic persons 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.

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 find
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
to specifics. See the comparison below:

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 POLANGUI COMMUNITY COLLEGE
Polangui, Albay

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) – 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 (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 (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 (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 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.

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 POLANGUI COMMUNITY COLLEGE
Polangui, Albay

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.
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 intelligence

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 person 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 ...").
(From Cornett, C. E. (1983). What you should know about teaching and learning styles.
Bloomington, IN: Phi Delta Kappa Educational Foundation).

III. LEARNER’S EXPERIENCES OR ACTIVITIES/EXERCISES

A.
1. Choose a topic from your field of specialization.
2. Think of at least ten learning activities relevant to the topic you picked.
3. Indicate the thinking/learning styles and multiple intelligences that each learning activity can address.
Remember, a learning activity may address both thinking/ learning style and multiple intelligence.

LEARNING STYLE/MULTIPLE
TOPIC LEARNING ACTIVITY
INTELLIGENCE
1.
2.
3.
4.
5.
6.
7.

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Polangui, Albay

8.
9.
10.

B. Complete the statement to come up with a short essay: From the module LEARNING/THINKING
STYLES AND MUTIPLE INTELLIGENCES, I realized that…

IV. ASSESSMENT/REFLECTION TOOLS

1. Essay
2. Reflection
3. Rubrics

V. MATERIALS/REFERENCE LINKS

a. Book:
Facilitating Learning: A Metacognitive Process
- Maria Rita D. Lucas, Ph.D.
- Brenda B. Corpuz, Ph.D.
b. Internet

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