Republic of the Philippines

Don Honorio Ventura State University - Candaba Campus

Candaba, Pampanga

Learning Task: 30 points

1. Use the given link to explore the parameters and conditions of Individual Intelligences in

Learning https://www.youtube.com/watch?v=rsv3d4MTNzk

https://www.youtube.com/watch?v=iYgO8jZTFuQ

https://www.youtube.com/watch?v=SysbpbEmh1g

2. TASK:

Read the questions carefully. Make sure that your answers are explained in a brief manner but
concise and in your own words. You may use search engines to look for supporting information
from the web or books. Please append/cite your references. Submit this assignment in typewritten
format. You may write your answer after each question. Each of your answers in this assignment
will be graded based on the following criteria.

Rubrics:

Organization of ideas -3 points

Relevance or correctness of the answer based on the question - 3 points

Originality of the answer -3 points

Citation/s is/are provided -1 point

Reflect on the following questions:

1. Discuss the ways by which different theories of intelligence affect academic

learning/achievement.

From preschool to college, students learn differently. Learning talents and preferences
determine each student’s strengths and weaknesses. Howard Gardner labels this “intelligence.”
Gardner’s theory of multiple intelligences explains how people learn differently. He originally
listed seven bits of intelligence but later added nine. Some intelligence is stronger than others,
according to this notion. Gardner says that there are nine types of intelligence: logical-
mathematical, spatial, linguistic, bodily-kinesthetic, musical, interpersonal, intrapersonal,
naturalistic, and existential.
 Republic of the Philippines
Don Honorio Ventura State University - Candaba Campus
Candaba, Pampanga

WAYS BY WHICH DIFFERENT THEORIES OF INTELLIGENCE AFFECT

ACADEMIC LEARNING AND ACADEMIC ACHIEVEMENT

Concept Reinforcement
Repetition helps people remember. A “concept” might be a new ability, piece of
knowledge, or both. Each time we drive, we learn more about how it works, same with schooling.
Teachers build on students’ previous day, week, or year of learning. Teachers can leverage multiple
intelligences to promote learning by repeating lessons and using varied activities. Students with
mathematical and logical intelligence can add simple fractions by hand. Musically adept students
can “add up” quarter and eighth notes to a full measure by clapping rhythmically. Both activities
help students learn about and practice adding fractions.

Refresh
Repetition is necessary, but using the same instructional style bores students. Using
worksheets every day for every session can make some children lose interest. Teaching many bits
of intelligence allows the teacher to change how they educate. Morning activities could include
kinesthetic movement, not free time or recess. Instead, outside learning introduces the day’s
curriculum. This bodily-kinesthetic activity is organized instruction that happens outside the desk.
Different teaching methods keep students interested.

Classroom Management/Teaching
Mastering a new idea makes someone feel accomplished. Not learning a new task can be a
chance to try working with people again. Failure can make pupils act badly, be disinterested, not
pay attention, or cause a class disturbance. Multiple intelligences can re-engage students. Using
many bits of intelligence to teach a concept increases student success. Visual-spatial learners enjoy
sketching and puzzles. High-linguistic-intelligence students would profit more from a written
report than a reading assignment, whereas high-interpersonal-intelligence students would benefit
more from classroom discussions. Bad behavior decreases when pupils’ grades improve. Strength-
based teaching helps students learn.

Assess Learning Progress. (Assessments)

The teacher can assess student learning by using multiple teaching approaches that cover
multiple intelligences. The assessment could be a written or oral test, an original piece of art, a
building task, or some other activity. For example, technical college students might be judged on
their ability to make a how-to manual with spoken instructions and photos after assembling a small
engine. Students employ bodily-kinesthetic intelligence to develop the engine. They use verbal
and visual-spatial intelligence to analyze a picture-filled guidebook. The teacher can tell how well
students understand the idea from the written instructions. The concept was learned using all three
bits of intelligence.
 Republic of the Philippines
Don Honorio Ventura State University - Candaba Campus
Candaba, Pampanga

2. Identify the differences in cognitive styles, thinking styles and learning styles. How
do these affect the teaching-learning process?

COGNITIVE STYLES VS. LEARNING STYLES VS. THINKING STYLES

Cognitive styles, learning styles, and thinking styles are all key concepts in educational research.
For a long time, the terms “learning style” and “cognitive style” were used interchangeably.
However, professionals now study both styles separately to find the best ways to teach kids who
learn or process information differently than their classmates.

DIFFERENCES
The phrase “cognitive style” refers to the way a person processes information in his or her
head in a unique way. From birth, a person is predisposed to a particular cognitive style. A
“learning style,” on the other hand, is the way a learner interacts with and responds to the learning
content or environment. A person's learning style may be influenced by his cultural background.
Depending on the task, the learner may also employ a different learning approach. “Thinking
style” refers to a distinct technique of processing information. It looks at how people learn,
organize their thoughts, form opinions and views, use their own values, solve problems, make
decisions and plans, and show who they are to others.

EXAMPLES OF COGNITIVE STYLES

The way a person uses her brain to solve a problem reveals her cognitive style. Some
people, for example, may need to visualize a task before beginning it, whereas others may not.
Some people work rapidly, while others must analyze information carefully and thoughtfully
before responding. Some people approach topics holistically, while others approach them
piecemeal.

EXAMPLES OF LEARNING STYLES

Visual learning is one type of learning. It refers to a student's requirement to see the
teacher's body language or facial expressions to completely comprehend the instruction. Others
are auditory learners who benefit the most from lectures and dialogues. They might benefit from
taking note of factors like voice, pitch, and tone. Kinesthetic learners require hands-on familiarity
with the subject as well as the ability to explore their surroundings. If they are forced to sit through
long lectures with little action, they may become agitated.

THINKING STYLE
One of the aspects that the teacher must examine before applying the lesson is the pupils’
thinking style. According to Marzoan (2016), each student has different thinking style traits, so a
teacher must handle them differently. The introduction of students' thinking styles will assist the
instructor in determining the habits, inclinations, and qualities possessed by students, allowing the
teacher to tailor the learning process to the characteristics of the students' thinking styles. The
amount of information and experiences a child receives in life is inextricably linked to the level of
thinking skills they develop.
 Republic of the Philippines
Don Honorio Ventura State University - Candaba Campus
Candaba, Pampanga

Thinking patterns could only predict a small portion of occupational therapy students’
academic achievements. Also, because most occupational therapy students think hierarchically and
externally, it seems that they want their academic goals to be in a certain order and look for
assignments that let them work with other people.

“Thinking styles are, in theory, value-free because the same style can suit a person well in
one scenario but terribly in another.” Zhang (2004) a, p. 1552. Sternberg’s (1997) theory says that
people should be more comfortable and effective when their main ways of thinking fit well with
what the situation calls for, such as how their course is made and set up. As a result, style
differences, like any other part of identity, must be considered in the inclusive classroom
(Honigsfeld & Schiering, 2004).

Student satisfaction (teacher-student interaction, practical content, and evaluation)

indicates that in the classroom, student satisfaction is determined not only by the teacher’s
cognitive, learning, and thinking styles but also by the student's styles, which correspond to the
various ways they prefer to learn. So, based on what we found, student thinking styles that are
hierarchical, legal, and global are good for student satisfaction in instructional psychology, while
student thinking styles that are local and liberal are bad for student satisfaction.

3. Discuss the relationship between the learning styles of students and the teaching
styles of the teacher.

Understanding students’ learning styles and preferences is commonly regarded as helping both
students and teachers. As kids learn in a variety of ways, it seems impossible to modify each
student’s learning style in the classroom. Instead, teachers may modify their teaching style to be
more congruent with the learning styles of their pupils. Furthermore, teachers may use a balanced
approach to teaching styles to deal with different learning styles.

Learning Styles and Their Relationship with Teaching Styles There are three categories of
learning styles: visual, tactile/kinesthetic, and auditory (Dornyei, 2005; Oxford, 2001).

The visual vs. the verbal

Visual learners tend to think in pictures and learn through visual means such as diagrams
and films. (Ldpride, n.d.; Felder, 1993).

Auditory
Auditory learners acquire information via aural routes such as verbal dialogues and
listening to others speak. These students grasp meaning by focusing on the pitch, tone, and pace
of their speech. They benefit from reading texts aloud, and written knowledge may not be useful
to them (Ldpride, n.d.).
 Republic of the Philippines
Don Honorio Ventura State University - Candaba Campus
Candaba, Pampanga

Kinesthetic or tactile
Kinesthetic or tactile learners enjoy movement and working with tactile materials. They
take frequent pauses and go around the room (Oxford, 2001).

In my experience as a learner, I always scored higher in lessons when my learning style

corresponded to my teacher’s teaching approach. This symmetry has assisted me in anticipating
the teacher’s expectations for the required answers. In exams, I enjoy analyzing and thinking
because I am an analytical learner. As a result, before responding to the questions, I must evaluate
the teacher’s style. But I’ve learned that when my learning style and my teacher’s teaching style
don’t match up, it can be helpful because it lets me add and adapt new styles to my learning style.

Understanding one's learning style can assist students in learning how to learn. As a result,
learners gain more autonomy and accountability for their own learning. As a result, learners'
confidence will rise, while teachers' authority over them will diminish. At this phase, learners take
charge of their learning and become the center of the learning process, with teachers acting as
facilitators (Gilakjani and Ahmadi, 2011). Another advantage of understanding learning styles is
that it allows teachers to create lesson plans that are tailored to their students' preferences.
Matching is especially crucial when working with new or inexperienced learners, as they are easily
frustrated at this level of learning. In other situations, mismatching can be helpful because it lets
learners try out different ways to learn, adapt to different ways of thinking, and think about their
own patterns.

Peacock (2001) says that “teachers should try for a balanced teaching style that doesn’t
overly favor anyone’s learning style but instead tries to accommodate several learning styles.”
It is possible to conclude that learning styles play an essential part in the lives of learners. Students
will be able to integrate their learning style into their learning process after they recognize their
own. As a result, the learning process will be more pleasurable, quicker, and more efficient.
Furthermore, teachers should aim to alter their teaching techniques to match the learning styles of
their students. A mismatch may be necessary at times, particularly with low-level students who
are frustrated in the early stages of learning, but it should be done with prudence.

Note: Be ready to share your experiences and reflections in this self-paced learning session
next synchronous session.
 Republic of the Philippines
Don Honorio Ventura State University - Candaba Campus
Candaba, Pampanga