LEARNING / THINKING STYLES

& MULTIPLE INTELLIGENCES

Module 5: Facilitating Learner-Centered Teaching
 Iconic
Visual Learners
Symbolic

Sensory Talkers
Auditory Learners
Preferences Listeners
Tactile / Kinesthetic
Learning / Thinking Learners
Student Diversity

Styles
Left Brain (Analytic)
Brain
Hemispheres
Right Brain (Global)

Visual / Spatial (Picture Smart)

Verbal / Linguistic (Word Smart)
Logico-Mathematical (Number / Logic Smart)
Body / Kinesthetic (Body Smart
Multiple
Intelligences Musical (Music Smart)
Interpersonal (People Smart)
Intrapersonal (Self-Smart)
Naturalistic (Nature Smart)
Existential (Spirit Smart)
LEARNING / THINKING STYLES
refer to the preferred way an individual processes
information. It describe a person’s typical mode of
thinking, remembering or problem solving.

I. SENSORY PREFERENCES
II. BRAIN HEMISPHERE
I. SENSORY PREFERENCES. Individuals tend to gravitate
toward one or two types of sensory input and maintain
dominance in one of the following types:

VISUAL LEARNERS

AUDITORY LEARNERS

TACTILE / KINESTHETIC LEARNERS

I. SENSORY PREFERENCES

VISUAL LEARNERS
• They may think in pictures and learn best from
visual aids.
• During lectures they prefer to take detailed notes to
absorb the information
• They must see their teacher’s actions and facial
expressions to fully understand the content of a
lesson.
I. SENSORY PREFERENCES

VISUAL LEARNERS
• More interested in visual imagery such as
film, graphic displays, or pictures in order to
VISUAL- solidify learning.
ICONIC
• Good “picture memory,” or iconic imagery
and attend to pictorial detail.
• They feel comfortable with abstract
symbolism such as mathematical formula or
VISUAL- the written word.
SYMBOLIC
• Good abstract thinkers who do not require
practical means for learning
I. SENSORY PREFERENCES

AUDITORY LEARNERS

• They learn best through verbal lectures,

discussions, talking things through, and
listening to what others have to say.
• They can attend aurally to details, translate the
spoken word easily into the written word, and
not easily distracted in their listening ability.
I. SENSORY PREFERENCES

AUDITORY LEARNERS

• They remember things said to them and

make information their own.
• They may carry mental conversations and
LISTENERS figure out how to extend what they learned
by reviewing in their heads what they heard
other say.

• They are the ones who prefer to talk and

TALKERS discuss.
I. SENSORY PREFERENCES

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,” preferring
the use of psychomotor skills.
• They tend to have good motor memory and motor
coordination.
II. BRAIN HEMISPHERES.

ANALYTIC

• Analytic thinkers tend toward linear, step-by-step

processes of learning. 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 particles.
• They are the “forest seers” who give attention only to the
overall structure and sometimes ignore details.
II. BRAIN HEMISPHERE/GLOBAL-ANALYTICAL CONTINUUM.

LEFT- RIGHT-
ANALYTIC GLOBAL
BRAIN BRAIN

The left brain dominant The right-brained person is

individual is portrayed as one is viewed as global,
the linear (analytic), verbal, non-linear and holistic in
mathematical thinker. thought processes.
II. BRAIN HEMISPHERE/GLOBAL-ANALYTICAL CONTINUUM.

LEFT- RIGHT-
ANALYTIC GLOBAL
BRAIN BRAIN

SUCCESSIVE PROCESSOR SIMULTANEOUS PROCESSOR

prefers to learn in a step-by-step prefers to learn beginning with
sequential format, beginning with the general concept and then
details leading to a conceptual going on to specifics.
understanding of a skill.
II. BRAIN HEMISPHERES.
Left Brain (Analytic)

• Verbal • Visual

Right Brain (Global)

• Responds to word meaning • Responds to tone of voice
• Sequential • Random
• Process information linearly • Processes information in varied order
• Responds to logic • Responds to emotion
• Plans ahead • Impulsive
• Recalls people’s names • Recalls people’s faces
• Speaks with few gestures • Gestures when speaking
• Punctual • Less Punctual
• Prefers formal study design • Prefers sound/music background
• Prefer bright lights while studying while studying
• Prefers frequent mobility while
studying
MULTIPLE INTELLIGENCES
The theory of multiple intelligences (MI) was first
described by Howard Gardner 1983.
MULTIPLE INTELLIGENCES

VISUAL LEARNERS
VISUAL / SPATIAL • Learning visually and organizing ideas spatially. Seeing
INTELLIGENCE concepts in action in order to understand them. The ability to
“see” things in one’s mind in planning to create a product or
(PICTURE SMART) solve a problem.

VERBAL / • Learning through the spoken and written word. This

LINGUISTIC intelligence is always valued in the traditional classroom and
(WORD SMART) in traditional assessments of intelligence and achievement.

MATHEMATICAL /
LOGICALE • Learning through reasoning and problem solving. Also highly
valued in the traditional classroom where students are asked
(NUMBER SMART / to adapt to logically sequenced delivery of instruction
LOGIC SMART)
MULTIPLE INTELLIGENCES

VISUAL LEARNERS
BODILY / • Learning through interaction with one’s environment. This
KINESTHETIC domain of “overly active” learners. It promotes understanding
(BODY SMART) through concrete experience.

MUSICAL • Learning through patterns, rhythms and music. This includes

not only auditory learning but also the identification of
(MUSIC SMART) patterns through all the senses.

• Learning through feelings, values and attitudes. This is

INTRAPERSONAL decidedly affective component of learning through which
(SELF SMART) student place value on what they learn and take ownership
for their learning.
MULTIPLE INTELLIGENCES

VISUAL LEARNERS
• Learning through interaction with others. Not the domain of
INTERPERSONAL children who are simply “talkative” or “overly social”. This
(PEOPLE SMART) intelligence promotes collaboration and working
cooperatively with others.

• Learning through classification, categories and hierarchies.

NATURALIST The naturalist intelligence picks up on subtle differences in
(NATURE SMART) meaning. It is not simply the study of nature; it can be used in
all areas of study.

• Learning by seeing the “big picture”: “Why are we here?

EXISTENTIAL “What is my role in the world?” “What is my place in my
family, school, and community?” This intelligence seeks
(SPIRIT SMART) connections to real world understanding and application of
new learning.
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.
TEACHING STRATEGIES guided by Thinking /
Learning Styles and Multiple Intelligence

3. Allow sufficient time for information to be processed

and then integrate using both the right-and-left brain
hemisphere.
4. Set clear purposes before any listening, viewing or
reading experience.
5. Warm up before the lesson development by using
brain storming, set induction, etc.
TEACHING STRATEGIES guided by Thinking /
Learning Styles and Multiple Intelligence

6. Use multisensory means for both processing and

retrieving information. (Write instructions on the board
and give them orally.)
7. Use 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 …”)