Module 3 :Learning /Thinking Styles and EXPLAIN/Abstraction/Generalization

Multiple Intelligences The inventory you just answered reflects whether you are a visual,
auditory or kinesthetic learner. This is only but one way of describing
Learning Outcomes the variations of learning and teaching styles. A. Hilliard describes
"learning style" as the sum of the patterns of how individuals develop
In this Module, challenge yourself to attain the following habitual ways of responding to experience. Howard Gardner

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learning outcomes: identified nine kinds of intelligences that individuals may have.

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· Describe the different learning/thinking styles and multiple Learning/Thinking Styles refer to the preferred way an individual
intelligences. processes information. They describe a person's typical mode of

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thinking, remembering or problem solving. Furthermore, styles are

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· Pinpoint your own learning/thinking style/s and multiple usually considered to be bipolar dimensions. For instance, your

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intelligences. particular learning/thinking style would lie at a point in a continuum.
Having a particular learning/thinking style simply denotes a tendency

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· Plan learning activities that match learners’ learning/thinking to behave in a certain manner. Your style is usually described as a
styles and multiple intelligences. personality dimension which influences your attitudes, values and

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social interaction.

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There are several perspectives about learning-thinking styles. We
Introduction shall focus on sensory preferences and the global-analytic

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continuum.
Introduction
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One factor that brings about student diversity is types of sensory input and maintain a dominance in one of the
thinking/learning styles. Individuals think and learn in distinct ways. In following types:
any group of learners there will always be different learning
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characteristics, particularly in the learners’ manner of processing

information. Some would absorb the lesson better when they work
with their hands than when they just listen. Others would prefer to
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watch a video about a topic. Students, likewise, have preferred ways

of expressing their thoughts, feelings, and ideas. Some would prefer
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to write, others would draw or even dance and sing. These

preferences involve thinking/learning styles and multiple
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intelligences.
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 Visual Learners.
These learners must see their teacher's actions and facial expressions
to fully understand the content of a lesson. They tend to prefer sitting
in front so no one would block their view. 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, visual learners often prefer
to take detailed notes to absorb the information.
Ri Charde further breaks down visual learners into:
These learners must see their teacher's actions and facial expressions
to fully understand the content of a lesson. They tend to prefer sitting
in front so no one would block their view. 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, visual learners often prefer
to take detailed notes to absorb the information.
Ri Charde further breaks down visual learners into:
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Visual-iconic.
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Those who prefer this form of input are more interested in visual
imagery such as film, graphic displays, or pictures in order to solidify
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learning. They usually have good "picture memory," a.k.a. iconic
imagery and attend to pictorial detail. They would like to read a map
better than to read a book.
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Auditory Learners.
They learn best through verbal lectures, discussions, talking things
through and listening to what others have to say. Auditory learners
interpret the underlying meanings of speech through listening to tone
of voice, pitch, speed and other nuances. Written information may
have little meaning until it is heard. These learners often benefit from
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reading text aloud and using a tape recorder. They can attend aurally
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to details, translate the spoken word easily into the written word, and
are not easily distracted in their listening ability.
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Auditory learners also fall into two categories:
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The "Listeners”.
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This is the more common type. Listeners most likely do well in school.
Out of school too, they remember things said to them and make the
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information their own. They may even carry on mental conversations
and figure out how to extend what they learned by reviewing in their
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heads what they heard others say.
The "Talkers".
They are the ones who prefer to talk and discuss. They often find
themselves talking to those around them. In a class setting when the
instructor is not asking questions, auditory-verbal processors (talkers)
tend to whisper comments to themselves. They are not trying to be
disruptive and may not even realize that they need to talk.
 Tactile/Kinesthetic Learners.
Tactile/Kinesthetic persons benefit much from a hands-on approach,
actively exploring the physical world around them. They may find it
hard to sit still for long periods. They may not benefit so much from
the discussion or the written materials, and may become distracted
by their need for activity and exploration. Those preferring this form
of input move toward active, sensorimotor learning. They tend to
prefer "learning by doing," preferring the use of psychomotor skills
to, say, abstract thinking skills. They tend to have good motor
memory and motor coordination.
Analytic. 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.
Global thinkers lean towards non-linear thought and tend to see the
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whole pattern rather than particle elements. They are the "forest
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seers" who give attention only to the overall structure and sometimes
ignore details.
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Global — Analytic Continuum
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Several theorists have tied the global-analytic continuum to the left-
brain/right-brain continuum. In accord with Roger Sperry's model, the
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left-brained dominant individual is portrayed as the linear (analytic),
verbal, mathematical thinker while the right-brained person is one
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who is viewed as global, non-linear and holistic in thought
preferences.
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Both sides of the brain can reason but through different strategies. In
an individual, one side may be more dominant than the other. The
left brain is regarded as analytic in approach while the right is
described as holistic or global. 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. A
simultaneous processor (right brain) prefers to learn beginning with
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the general concept and then going on to specifics. See the
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comparison below:
Multiple Intelligences
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The theory of multiple intelligences (MI) was first described by
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Howard Gardner in Frames of Mind (1983). Gardner defines
intelligence as "an ability or set of abilities that allows a person to
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solve a problem or fashion a product that is valued in one or more
cultures". Gardner believes that different intelligences may be
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independent abilities—a person can be low in one domain area but
high in another. All of us possess the intelligences but in varying
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degrees of strength.
His most current research indicates that there are nine distinct forms
of intelligences. In order to facilitate learning effectively, teachers
should use strategies that match these kinds of intelligences. The nine
kinds are:
Visual/Spatial Intelligence (Picture Smart) –
learning visually and organizing ideas spatially. Seeing concepts in
action in order to understand them. The ability to "see" things in
one's mind in planning to create a product or solve a problem
Verbal/Linguistic (Word Smart) -
 learning through the spoken and written word. This intelligence is - learning through classification, categories and hierarchies. The
always valued in the traditional classroom and in traditional naturalist intelligence picks up on subtle differences in meaning. It is
assessments of intelligence and achievement. not simply the study of nature; it can be used in all areas of study.

Mathematical/Logical (Number Smart/Logic Smart) –

learning through reasoning and problem solving. Also highly valued Existential (Spirit Smart) -

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in the traditional classroom where students are asked to adapt to

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logically sequenced delivery of instruction 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
Bodily/Kinesthetic (Body Smart) community?" This intelligence seeks connections to real world

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understanding and application of new learning.

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- learning through interaction with one's environment. This

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intelligence is the domain of "overly active" learners. It promotes It is important for teachers to use their knowledge about thinking/
understanding through concrete experience learning style and multiple intelligences in planning activities to help

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their students learn effectively.
Musical (Music Smart)

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While researches on these typologies continue, it is clear that the
- learning through patterns, rhythms and music. This includes not only teachers can no longer just teach the text book. It is a sensible

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auditory learning but also the identification of patterns through all practice to teach each child according to his/her thinking/learning
the senses. styles and multiple intelligence.

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Intrapersonal (Self Smart) -
co rc Teaching Strategies guided by Thinking/Learning Styles and Multiple
Intelligence
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learning through feelings, values and attitudes. This is a decidedly
affective component of learning through which students place value 1. Use questions of all types to stimulate various levels of thinking
on what they learn and take ownership for their learning.
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from recalling factual information to drawing implications and making
value judgments.
Interpersonal (People Smart)
2. Provide a general overview of material to be learned, i.e.,
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- learning through interaction with others. Not the domain of children structured overviews, advance organizers, etc., so that students' past
who are simply "talkative" or "overly social." This intelligence experiences will be associated with the new ideas.
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promotes collaboration and working cooperatively with others.

3. Allow sufficient time for information to be processed and then
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Naturalist (Nature Smart) integrate using both the right-and left brain
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hemispheres.
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 4. Set clear purposes before any listening, viewing or reading 7. Naturalist
experience. 8. Existential

5. Warm up before the lesson development by using brainstorming,

set induction, etc.

6. Use multisensory means for both processing and retrieving

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information. (Write directions on the board and give them

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orally.)

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7. Use a variety of review and reflection strategies to bring closure to

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learning (writing summaries, creating opinion surveys,

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etc.).

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8. Use descriptive feedback rather than simply praising ("The example
you've provided is an excellent one to point to the concept of

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..."). (From
Cornett, C. E. (1983). What you should know about teaching and

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learning styles. Bloomington, IN: Phi Delta Kappa Educational
Foundation).

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Learning Styles
1. Visual Learners
2. Auditory Learner
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3. Kinesthetic Learner
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Multiple Intelligence
1. Visual/Spatial (Intelligence)
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2. Verbal/Linguistic
3.Mathematical/Logical
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4. Bodily/Kinesthetic
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5. Musical
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5. Intrapersonal
6. Interpersonal
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