Learning / Thinking Styles And

Multiple Intelligences
 LEARNING/THINKING STYLES

• Refer to the preferred way an individual processes information.

They describe a person’s typical mode of thinking, remembering,
or solving problems.
• Styles are usually considered to be bipolar dimensions. Your
learning style denotes the tendency to behave in the same manner.
• A person’s learning style usually describes a personality
dimension which influences attitude, values, and social
interaction.
 SENSORY PREFERENCES

Individuals tend to gravitate toward one or two

types of sensory input and maintain dominance
in one of the following types: visual, auditory,
kinesthetic
 VISUAL LEARNERS
These learners must see their teacher’s actions and facial
expressions to fully understand the content of the lesson.
They often prefer to take detailed notes to absorb
information.
They may think in pictures and learn best from visual
aids, overhead projectors, videos, and hand-outs.
 VISUAL LEARNERS ARE DIVIDED INTO:

Visual-iconic – learners are more interested in visual

imagery such as films, pictures, and graphic
Displays. They usually have a good picture memory.
Visual-symbolic – learners feel comfortable with
abstract symbolism such as mathematical formula or
written word. They tend to be good abstract thinkers
who do not require practical means for learning.
 AUDITORY LEARNERS

-Learn best through verbal lectures,

discussion, talking things through and
listening to what others have to say.
-Learners interpret the meanings of speech
through listening to tone of voice, pitch, speed,
and other nuances.
 Categories of Auditory learners:

Listeners – they often remember things that were said to

them and make the information their own. They tend to carry
mental conversations and figure out how to extend what they
learned by reviewing in their heads about what they heard.
Talkers – they are the ones who prefer to talk and discuss.
These auditory-verbal processors (talkers) tend to whisper
comments to themselves. They may not be disruptive and
may not even realize they need to talk.
 KINESTHETIC / TACTILE LEARNERS

-Learners benefit much from hands-on

approach, actively exploring the physical
world around them.
-Learners move toward active, sensory-motor
learning. They prefer “learning-by-doing.”
 GLOBAL-ANALYTIC CONTINUUM

Global thinkers – lean towards non-linear thought

and tend to see the whole pattern rather than
particle elements. They give attention to the overall
structure and sometimes ignore details.
-sees the big picture or overall view
-multitasking
-emotions first then logic
Analytic thinkers – tend to think towards the linear, step-
by-step process of learning. They tend to see fixed
patterns rather than the whole and more comfortable in a
world of details.
-work on one task to completion
-focus on one task to make up the big picture
-respond to a problem with logic first, instead of emotion
Several theories have tied the global-
analytic continuum: the
left brain /
right brain continuum.
Roger Sperry - a neuroscientist who developed a
split-brain theory which states that:
The left-brained dominant individual is portrayed
as the linear (analytic), verbal, mathematical thinker.
A successive processor (left brain) prefers to learn
step-by-step sequential format, beginning with details.
The right-brained dominant individual is
portrayed as non-linear (global) and holistic
in thought process.
A simultaneous process (right brain) prefers
to learn beginning with the general concept
and then going to specifics.
LEFT BRAIN (Analytic)
Successive Hemispheric Style
1 Verbal
2 Responds to word meaning
3 Sequential
4 Process 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 light while studying
RIGHT BRAIN (Global)
Simultaneous Hemispheric Style
1 Visual
2 Responds to tone of voice
3 Random
4 Process information in varied order
5 Responds to emotion
6 Impulsive
7 Recalls people’s faces
8 Gesture when speaking
9 Less punctual
10 Prefers sound / music background while
studying
11 Prefers frequent mobility while studying
 MULTIPLE INTELLIGENCES
Howard Gardner – proposed the theory of multiple
intelligences.
Intelligence
Defined by Gardner 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 cultural or
community setting”.
 TYPES OF INTELLIGENCE

Rational intelligence – deals with the

mental functions necessary for conceptual
and rational thinking.
Emotional intelligence – deals with
the ability to recognize the meaning of
emotions ans their relationships to reason.
 9 FORMS OF
INTELLIGENCES
 Visual/Spatial Intelligence (picture smart)
-Learning visually; the ability to “see” things in one’s mind in planning
to create a product or solve a problem.
Sensitivity to: colors, shapes, visual puzzles, symmetry, lines, images
Inclination for: representing ideas visually, creating mental images,
noticing visual details, drawing and sketching
Ability to: create visually (artist, photographer, engineer, decorator),
visualize accurately (tour guide, scout ranger)
classroom activities: concept maps, graphs, charts, arts, visualization,
videos, slides, visual presentations.
 VERBAL / LINGUISTIC INTELLIGENCE
(WORD SMART)
–Learning through spoken and written word.
Sensitivity to: sounds, meanings, structures, and styles of
language
Inclination for: speaking, writing, listening, reading
Ability to: speak effectively (teacher, religious leader, politician)
or write effectively (poet, journalist, novelist, editor)
Classroom activities: discussion, debates, essays, stories, poems,
reading.
 MATHEMATICAL / LOGICAL INTELLIGENCE
(NUMBER/ LOGIC SMART)
–Learning through reasoning and problem solving
Sensitivity to: patterns, numbers, cause and effect, objective and quantitative
reasoning
Inclination for: finding patterns, making calculations, forming and testing
hypothesis, using scientific methods, deductive and inductive reasoning
Ability to: work effectively with numbers (accountant, statistician), reason
effectively (engineer, scientist, computer programmer)
Classroom activities: calculations, experiments, comparisons, number games,
hypothesis, reasoning.
 BODILY / KINESTHETIC INTELLIGENCE (BODY SMART)

–Learning to interactions with one’s environment. It promotes

understanding through concrete experience
Sensitivity to: touch, movement, physical self, athleticism
Inclination for: activities requiring strength, speed, hand-eye
coordination, balance
Ability to: use the hands to fix or create (mechanic, surgeon, carpenter,
sculptor, mason), use the body expressively (dancer, athlete, actor)
Classroom activities: role playing, dance, athletics, hands-on
demonstration, mimes
 MUSICAL INTELLIGENCE (MUSIC SMART)

Learning through patterns, rhythm, and music. It also includes

learning through patterns identified by the senses.
Sensitivity to: tone, beat, tempo, pitch, sound
Inclination for: listening, singing, playing and instrument
Ability to: create music (songwriter, composer, musician,
conductor) and analyze music (music critic)
Classroom activities: playing music, singing, rapping, analyzing
sounds and music, musical instruments
 INTRAPERSONAL INTELLIGENCE (SELF
SMART)
Learning through feelings, values, and attitudes. This is the affective
component of learning in which learners place value on what they learn
sensitivity to: one’s own strengths, weaknesses, goals, desires
Inclination for: setting goals, assessing personal abilities and liabilities,
monitoring one’s own thinking
Ability to: mediate, reflect, exhibit self-discipline, maintain composure,
and get the most out of oneself
Classroom activities: self-evaluation, personal instruction, independent
study, discussing feelings
 INTERPERSONAL INTELLIGENCE (PEOPLE
SMART)
–Learning through interaction with others. This intelligence promotes
collaboration and working cooperatively with others.
Sensitivity to: body language, moods, voice, feelings
Inclination for: noticing and responding to other peoples’ feelings and
personalities
Ability to: work with people (administrators, managers, consultants,
teachers), help people identify and overcome problems (therapist,
psychologists)
Classroom activities: community projects, discussions, cooperative
learning, peer tutoring, sharing
 NATURALIST INTELLIGENCE (NATURE
SMART)
–Learning through classification, categories, and hierarchies; in can also be
applied to all areas of study and picks up on subtle differences in meaning.
Sensitivity to: natural objects, plants, animals, natural occurring patterns,
ecological issues
Inclination for: identifying and classifying living things and natural objects
Ability to: analyze ecological and natural situations and data (ecologists and
rangers), learn from living things (zoologist, botanist, veterinarian), and work in
natural settings (hunter, scout)
Classroom activities: field trips, environmental study, care for plants and
animals, outdoor work
 EXISTENTIAL INTELLIGENCE (SPIRIT
SMART)
–Learning by seeing the “big picture”. This intelligence seeks connections to real
world understanding and application of new learning.
Sensitivity to: engaging deep questions about human existence, the meaning of
life, what happens after death
Inclination for: sermons, life-coaching, convincing people through religion
ability to: understand religious and spiritual ideals, have strong understanding of
things that cannot be seen with the eye but through faith and beliefs.
Classroom activities: reflecting on life & existence, interest in society,
explaining topics from different points of view