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 problem solving.
Your style is usually described
as a personality dimension
which influences your attitudes,
values and social interaction.

There are several perspectives

about learning-thinking styles.
We shall focus on sensory
preferences and the global-
Sensory Preferences
Individuals tend to gravitate toward
or
onetwo types of sensory input and
maintain a dominance in one of the
following types: Visual Learners,
Auditory Learners and
Learners.
Tactile/Kinesthetic
 vVisual Learners
• They may think in pictures and learn best from visual
aids including: diagrams, illustrated text books, overhead
transparencies, videos, flipcharts and hand-outs.
• During a lecture or classroom discussion, they often
prefer to take detailed notes to absorb the information.
* Ri Charde further breaks down visual learners into visual-iconic
and visual-symbolic.
ØVisual-iconic
• Learners are more interested
in visual imagery such as film,
graphic displays, or pictures in
order to solidify learning.
• They usually have good
“picture memory,” a.k.a.
iconic imagery and attend
to pictorial detail.
ØVisual-symbolic
• Learners feel comfortable
with abstract symbolism such
as mathematical formulae or
the written word.
• They tend to be good
abstract thinkers who
do not require practical
means for learning.
 vAuditory Learners
• They interpret the underlying meanings of speech
through listening to tone of voice, pitch, speed and other
nuances.
•• Written
They caninformation maytohave
attend aurally littletranslate
details, meaning until it is
heard.
the spoken word easily into the written word,
and are not easily distracted in their listening
ability.
• Auditory learners fall into two categories:
Ø“Listeners”
• They may even carry on
mental conversations and
figure out how to extend what
they learned by
reviewing in their
head what they
heard others say.
Ø“Talkers” (Auditory-Verbal Pr
• Learners prefer to talk and
discuss.
• In a class setting when the
instructor is not asking
questions, they tend to whisper
comments to
themselves.
 vTactile/Kinesthetic Learners
• Learners benefit much from a hands-on approach,
actively exploring the physical world around them.
• They move toward active, sensorimotor learning.
• They tend to prefer “learning by doing” preferring the
use of psychomotor skills.
• They tend to have good motor memory and motor
coordination.
Global-Analytic
Continuum
 Global-Analytic Continuum
Analytic (Left Brain)
• Analytic thinkers tend
toward the linear, step-by-
step processes of learning.
They tend to see finite
elements of patterns rather
than the whole; they are the
“tree seers.” They are more
comfortable in a world of
details and hierarchies of
information.
Global (Right Brain)
• Global thinkers lean towards
non-linear thought and tend to
see the whole pattern rather
than particle elements. They
are the “forest seers” who give
attention only to the overall
structure and sometimes ignore
details.
According to Roger Sperry’s model:
• The left-brained dominant individual is
portrayed as the linear (analytic), verbal,
mathematical thinker.
• The right-brained person is one who is viewed
as global, non-linear and holistic in thought
preferences.
A successive processor (left brain) prefers to learn
in a step-by-step sequential format, beginning with
details leading to a conceptual understanding of a
skill.
 Multiple Intelligences

The theory of multiple intelligences (MI) was

first described by Howard Gardner in
Frames of Mind
(1983).
Gardner defines intelligence 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
cultures”.
He believes that different intelligences may be
independent abilities – a person can be low in one
domain area but high in another. All of us possess
the intelligences but in varying degrees of strength.
HOWARD
GARDNE
R
9 Distinct Forms of Intelligences
According to Howard Gardner:
Visual/Spatial Intelligence (Picture Smart)

• Learning visually and organizing ideas spatially.

Seeing concepts in action in
order to understand them. The
thingstoin“see”
ability one’s mind in
planning to create a product or
solve a problem.
• Learning through the spoken and written word. This
intelligence is always valued in the traditional
classroom and in traditional assessments of
Verbal/Linguistic (Word Smart)
intelligence and achievement.
Mathematical/Logical (Number Smart/Logic Smart)

• Learning through reasoning and problem

solving. Also highly valued in the traditional
classroom where students are asked to adapt to
logically sequenced delivery of instruction.
Bodily/Kinesthetic (Body Smart)
• Learning through interaction with one’s
environment. This intelligence is the domain of
“overly active” learners. It promotes
understanding through concrete experience.
 MUSICAL (MUSIC SMART)
• Learning through patterns,
rhythms and music. This
includes not only auditory
learning but also the
identification of patterns
through all the senses.
 • Learning through feelings, values and attitudes. This is
a decidedly affective component of learning through
which students place value on what they learn and take
ownership for their learning.

Intrapersonal (Self Smart)

Interpersonal (People Smart)
• Learning through interaction with others. Not the
domain of children who are simply “talkative” or “overly
social.” This intelligence promotes collaboration and
working cooperatively with others.
 • Learning through classification, categories and
hierarchies. The naturalist intelligence picks up on
subtle differences meaning. It is not simply the study of
nature; it can be used in all areas of study.

Naturalist
(Nature Smart)
 Existential
(Spirit Smart)
• Learning by seeing the “big picture”: “Why
are we here?” “What is my role in the
world?” “What is my place in my family,
school and community?” This intelligence
seeks connections to real world understanding
and application of new learning
Thank
you for
listening!