Theory of Multiple Intelligence

1. Linguistic – deals with the written and spoken words or language

2. Logical/Mathematical – refers to inductive and deductive reasoning abstraction and discernment of numerical
patters
3. Spatial/Visual – involves the ability to visualize object or to create internal or mental images
4. Musical/Rhythmic – sensitivity rhythm and beat recognition of tonal patterns and pitch
5. Bodily Kinesthetic – taking in and processing of knowledge through the use of bodily sensation
6. Interpersonal Intelligence – emphasis on communication and interpersonal relationship
7. Intrapersonal Intelligence – related to inner thought process such as reflection and metacognition include
spiritual awareness and self knowledge

Paget’s 4 Major Periods of Cognitions or Intellectual Development

1. Sensorimotor stage – birth 2 years determined basically on actual perception of the senses and external and
physical factors
2. Abstract Thinking – represent reality using symbols that can be manipulated mentally
3. Logical Thinking – is more systematic uses scientific method in formal operations perspective thought or
relativism
4. Assimilation and Accommodation – characterized by hypothesis testing before making conclusions

4 Operations involved in modeling

1. Attentional Process – which determine what a person can do and what he or she can attend to
2. Retentional Process – which determine how experience is encoded or retained in memory
3. Motor Reproduction Process – determine what behavior can be performed
4. Motivational and Reinforcement Process – determine the circumstances under which learning is translated into
performance

Four Types of Readiness to Learn

1. Physical Readiness
2. Emotional Readiness
3. Experiential Readiness
4. Knowledge Readiness

Kolb describes each learning style as a combination of four basic learning modes which
are

1. Concrete experience (CE) abilities: Learning from actual experience

2. Reflective observation (RO) abilities: Learning by observing others
 3. Abstract conceptualization (AC) abilities: Creating theories to explain what is seen
4. Active experimentation (AE) abilities: Using theories to solve problems

Kolb's theory identified four learning styles and their corresponding characteristics
where one style type will be predominantly manifested by the Learner

1. Converger: learns by AC and AE: good at decision-making, problem-solving and prefers dealing with technical
work than interpersonal relationships; uses deductive reasoning to solve problems; uses facts and data and has
skills for technology and specialist careers. Learning Methods learns best through demonstration - return
demonstration methods assisted by handouts, diagrams, charts, illustrations
2. Diverger: stresses CE and RO: people and feeling- oriented and likes to work in groups; Learning Methods
learns best through group discussions and brainstorming sessions; considers different perspectives and points of
view when looking at a concrete situation or experience.
3. Accommodator: relies heavily on CE and AE: impatient with other people; a risk-taker, often using trial-and
error methods of solving problems; acts more on intuition, instinct or gut feelings rather than on logic; an
achiever Learning Methods: enjoys role-playing, gaming and computer simulations. These learners are the most
challenging to educators because they learn best through new and exciting learning experiences and are not afraid
of taking risks which may sometimes endanger their safety.
4. Assimilator: emphasizes AC and RO: more concerned with abstract ideas than people; very good in inductive
reasoning, creating theoretical models, and integrating ideas and actively applying them; uses logical thinking.
They learn best through Learning Methods: lectures, one-to-one instruction, and self-instruction methods with
ample reading materials.

According to Gregorc, everyone processes or deals with perception and ordering of

knowledge in all four dimensions but may have preferences or choices of doing it which
may fall into 4 mediation channels, namely:

1. Concrete sequential (CS) structured, quiet learning environments without interruptions, like concrete learning a
materials especially visuals and gives focus on details, may interpret words literally.
2. Concrete random (CR) - intuitive, trial-and-error method of learning, looks for alternatives
3. Abstract sequential (AS) - learners are holistic thinkers and need consistency in the learning environment; do
not like interruptions; have good verbal skills, are rational and logical.
4. Abstract random (AR) - think holistically, learn a lot from visual stimuli; prefer busy, unstructured learning
environments; focused on personal relationships