Facilitating Learner-Centered Teaching:

The Learner-Centered Approaches with Emphasis on

Trainers’ Methodology I

Reference:
Facilitating Learning: A Metacognitive Process 4th Edition
by Maria Rita D. Lucas and Brenda B. Corpuz
1
• describe the different learning/thinking
styles and multiple intelligences.
• pinpoint your own learning/thinking
style/s and multiple intelligences.
• plan learning activities that match
learners’ learning/thinking styles and
multiple intelligences.
 Student Diversity

Multiple
Learning Styles
Intelligences
Sensory
Brain Hemispheres Visual/Spatial
Preferences

Visual Learners Left Brain (Analytic) Verbal/Linguistic

Logical/
Iconic Right Brain (Global)
Mathematical

Symbolic Bodily/Kinesthetic

Auditory Learners Musical

Talkers Interpersonal

Listeners Intrapersonal

Tactile/Kinesthetic
Naturalistic
Learners

Existential
Test on your Learning Style
Learning
or
Thinking
Styles
- refer to the preferred
way an individual
processes information.
 Student Diversity

Multiple
Learning Styles
Intelligences
Sensory
Brain Hemispheres Visual/Spatial
Preferences

Visual Learners Left Brain (Analytic) Verbal/Linguistic

Logical/
Iconic Right Brain (Global)
Mathematical

Symbolic Bodily/Kinesthetic

Auditory Learners Musical

Talkers Interpersonal

Listeners Intrapersonal

Tactile/Kinesthetic
Naturalistic
Learners

Existential
 Learning Styles

Sensory Preferences Brain Hemispheres

Visual Learners Left Brain (Analytic)

Iconic Right Brain (Global)

Symbolic

Auditory Learners

Talkers

Listeners

Tactile/Kinesthetic
Learners
Visual-Iconic
Visual-Symbolic
Visual-Iconic Visual-Symbolic
-film -mathematical
-graphic formulae
displays -written word
-pictures
“Listeners”
“Talkers”
“Learning by Doing”
 Learning Styles

Sensory Preferences Brain Hemispheres

Visual Learners Left Brain (Analytic)

Iconic Right Brain (Global)

Symbolic

Auditory Learners

Talkers

Listeners

Tactile/Kinesthetic
Learners
LEFT BRAIN (Analytic)
Successive Hemisphere Style
1. Verbal
2. Responds to word meaning
3. Sequential
4. Processes information linearly
5. Responds to logic
6. Plans ahead
7. Recalls people’s names
8. Speaks with few gestures
9. Punctual
10. Prefers formal study design
11. Prefers bright lights while studying
RIGHT BRAIN (Global)
Simultaneous Hemisphere Style
1. Visual
2. Responds to tone of voice
3. Random
4. Processes information in varied order
5. Responds to emotion
6. Impulsive
7. Recalls people’s faces
8. Gestures when speaking
9. Less punctual
10. Prefers sound/music background while studying
11. Prefers frequent mobility while studying
Analytic
 Student Diversity

Multiple
Learning Styles
Intelligences
Sensory
Brain Hemispheres Visual/Spatial
Preferences

Visual Learners Left Brain (Analytic) Verbal/Linguistic

Logical/
Iconic Right Brain (Global)
Mathematical

Symbolic Bodily/Kinesthetic

Auditory Learners Musical

Talkers Interpersonal

Listeners Intrapersonal

Tactile/Kinesthetic
Naturalistic
Learners

Existential
Student Diversity

Multiple
Intelligences

Visual/Spatial

Verbal/Linguistic

Logical/
Mathematical

Bodily/Kinesthetic

Musical

Interpersonal

Intrapersonal

Naturalistic

Existential
Howard Gardner
-“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.” (Howard
Garner)
Where Does Your
Intelligence Lie?
A B C D E F G
9 5 1 8 3 2 12
10 7 11 16 4 6 18
17 15 14 19 13 26 32
22 20 23 21 24 31 34
30 25 27 29 28 33 35
 Interpretation
A = Linguistic
B = Logical – Mathematical
C = Visual – Spatial
D = Bodily – Kinesthetic
E = Musical
F = Intrapersonal
G = Intrapersonal
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 lesson
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 excelent 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.)
 Student Diversity

Multiple
Learning Styles
Intelligences
Sensory
Brain Hemispheres Visual/Spatial
Preferences

Visual Learners Left Brain (Analytic) Verbal/Linguistic

Logical/
Iconic Right Brain (Global)
Mathematical

Symbolic Bodily/Kinesthetic

Auditory Learners Musical

Talkers Interpersonal

Listeners Intrapersonal

Tactile/Kinesthetic
Naturalistic
Learners

Existential
• describe the different learning/thinking
styles and multiple intelligences.
• pinpoint your own learning/thinking
style/s and multiple intelligences.
• plan learning activities that match
learners’ learning/thinking styles and
multiple intelligences.
 Assignment
1. Make a compilation of teaching strategies based
on the different thinking/learning styles and
multiple intelligences.
2. Choose a topic from your field of specialization.
3. Think of at least ten learning activities relevant
to the topic you picked.
4. Indicate the thinking/learning styles and
multiple intelligences that each learning activity
can address.