Educ 3 Week 5

Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE- PASACAO CAMPUS

Sta Rosa del Norte, Pasacao, Camarines Sur
Website: www.cbsua.edu.ph
WEEK 5: Student Diversity: Individual Differences
You've probably heard someone say, "Everyone is unique."

Though it sounds really like a cliché, one cannot ignore the truth in it. As a facilitator
of learning, the teacher is tasked to consider the individual differences among the
students in planning for effective instruction.
Upon finishing this module, the learner is expected to achieve the following
outcomes:
a. identify the different factors that bring about diversity in the classroom.
b. demonstrate a positive attitude towards diversity as an enriching element in the
learning environment.
c. come up with teaching strategies that consider student diversity.
d. describe the different learning/thinking styles and multiple intelligences.
e. pinpoint your own learning/thinking style/s and multiple intelligences.
PRE-COMPETENCY CHECKLIST
Study the Wordle. List 5 words you find in the Wordle and how are these words
connected with diversity.
Diversity:
1._____________ 4. ______________
2. ____________ 5. ______________
3. ____________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
EDUC3 Facilitating Learner-Centered Teaching ( W e e k 5 ) P a g e 1 | 14

Explore
Factors that Bring about Student Diversity
In all learning environments, individuals

interact with others who are in some ways different
from them. Recall how these differences were shown
in your class tally—gender and racial, ethnic or
cultural background (nationality, province, language).
This diversity also comes from other factors like the
following:
1. Socioeconomic status - The millionaires' lifestyle differs from that of the

middle income or lower income group.
2. Thinking/ learning style - Some of you learn better by seeing something;

others by just listening; and still others by manipulating something.
3. Exceptionalities - In class there maybe one who has difficulty in spoken

language comprehension or in seeing, hearing, etc.
How Student Diversity Enriches the Learning Environment
A teacher may be "challenged" to handle a class

with students so diverse. There may be students having
different cultural background, different language abilities,
different attitudes and aptitudes and behaviors. Some
teachers might see this diversity as a difficult predicament,
really a hassle! Yet a more reflective teacher may see a
diverse classroom as an exciting place to learn not just for her
students, but for herself, as well. A wise teacher may choose to respect and
celebrate diversity! Read on to discover the benefits and learning opportunities that
student diversity can bring to your classroom.
1. Students' self-awareness is enhanced by diversity. Exposing students to

others with diverse backgrounds and experiences also serves to help
students focus on their awareness of themselves. When they see how others
are different, students are given reference points or comparative perspectives
which sharpen assessment of their own attitudes, values and behaviors.
2. Student diversity contributes to cognitive development. The opportunity

to gain access to the perspectives of peers and to learn from other students,
rather than the instructor only, may be especially important for promoting the

cognitive development of learners. Supreme Court Justice, William J. Brennan

said: "The classroom is peculiarly the 'marketplace of ideas.' The depth and
breadth of student learning are enhanced by exposure to others from diverse
backgrounds. Student diversity in the classroom brings about different points
of view and varied approaches to the learning process.
As the German philosopher, Nietzsche, said over 100 years ago: "The
more affects we allow to speak about one thing, the more eyes, different eyes
we can use to observe one thing, the more complete will our concept of this
thing, our objectivity, be."
3. Student diversity prepares learners for their role as responsible

members of society. Suzanne Morse stresses one competency that has
strong implications for instructional strategies that capitalize on diversity: "The
capacity to imagine situations or problems from all perspectives and to
appreciate all aspects of diversity" Furthermore, she argues: "The classroom
can provide more than just theory given by the teacher in a lecture. With
student diversity the classroom becomes a 'public place' where community,
can be practiced.
4. Student diversity can promote harmony. When student diversity is

integrated into the classroom teaching and learning process, it can become a
vehicle for promoting harmonious race relations. Through student-centered
teaching strategies, diverse Students can be encouraged to interact and
collaborate with one another on learning tasks that emphasize unity of effort
while capitalizing on their diversity of backgrounds.
Some Tips on Student Diversity
1. Encourage learners to share their personal history and experiences.

Students will be made to realize that they have something in common with the
rest. They also differ in several ways.
2. Integrate learning experiences and activities which promote students'

multicultural and cross-cultural awareness.
 You can encourage or even initiate co-curricular experiences that are aimed
at promoting diversity awareness. These activities could be held to coincide
with already-scheduled national weeks or months which are designated for
appreciation of diverse groups: Disability Awareness Week, Linggo ng Wika,
Indigenous People's Week, etc.
 Let students interview other students on campus who are from diverse
backgrounds (foreign students or students from other ethnic/racial groups).
These students of different racial and ethnic origin serve as source of first-
hand information on topics related to their culture. This can also provide

opportunity for interaction among students who may otherwise never come in
contact with each other.
 Invite students to Internet discussion groups or e-mail; have students "visit"
foreign countries and "talk" to natives of those countries.
 Ask students if they have ever been the personal target of prejudice or
discrimination, and have them share these experiences with other members
of the class.
3. Aside from highlighting diversity, identify patterns of unity that transcend

group differences.
Clyde Kluckholn, an early American anthropologist who spent lifetime studying
human diversity across different cultures, concluded from his extensive research
that, "Every human is, at the same time, like all other humans, like some humans,
and like no other human" (cited in Wong, 1991). His observation suggests a paradox
in the human experience, namely: We are all the same in different ways.
It may be important to point out to students the biological reality that we, human
beings, share approximately 95% of our genes in common, and that less than 5% of
our genes account for the physical differences that exist among us. When focusing
on human differences, these commonalities should not be overlooked; otherwise, our
repeated attempts to promote student diversity may inadvertently promote student
divisiveness. One way to minimize this risk, and promote unity along with diversity, is
to stress the universality" of the learning experience by raising students'
consciousness of common themes that bind all groups of people—in addition to
highlighting the variations on those themes.
 Periodically place students in homogeneous groups on the basis of shared
demographic characteristics (e.g., same-gender groups or same-
race/ethnicity groups), and have them share their personal views or
experiences with respect to course issues. Then form a panel comprised of
representatives from each group who will report their group's ideas. You can
serve as moderator and identify the key differences and recurrent themes that
emerge across different groups, or students who are not on the panel can be
assigned this task.
 Try to form groups of students who are different with respect to one
demographic characteristic but similar with respect to another (e.g., similar
gender but different with respect to race/ ethnicity, or similar in age but
different gender). This practice can serve to increase student awareness that
humans who are members of different groups can, at the same time, be
members of the same group—and share similar experiences, needs or
concerns.
 After students have completed self-assessment instruments (e.g., learning
style inventories or personality profiles), have them line up or move to a
comer of the room according to their individual scores or overall profile. This
practice can visibly demonstrate to students how members of different student
populations can be quite similar with respect to their learning styles or

personality profiles, i.e., students can see how individual similarities can often
overshadow group differences.
4. Communicate high expectations to students from all subgroups.

 Make a conscious attempt to call on, or draw in students from diverse groups
by using effective questioning techniques that reliably elicit student
involvement. In addition to consciously calling on them in class, other
strategies for "drawing in" and involving students include: (a) assigning them
the role of reporter in small-group discussions, i.e., the one who reports back
the group's ideas to the class, and (b) having them engaged in paired
discussions with another classmate with 'the stipulation that each partner
must take turns assuming the role of both listener and speaker, and (c)
scheduling instructor-student conferences with them outside the classroom.
 Learn the names of your students, especially the foreign names that you may
have difficulty pronouncing. This will enable you to establish early personal
rapport with them which can later serve as a social/emotional foundation or
springboard for encouraging them to participate.
5. Use varied instructional methods to accommodate student diversity in

learning styles.
 Diversify the sensory/perceptual modalities through which you deliver and
present information (e.g., orally, in print, diagrammatic and pictorial
representations, or "hands on" experiences).
 Diversify the instructional formats or procedures you use in class:
 Use formats that are student-centered (e.g., class discussions, small

group work) and teacher-centered (e.g., lectures, demonstrations).
 Use formats that are unstructured (e.g., trial-and-error discovery
learning) and structured (e.g., step-by-step instructions).
 Use procedures that involve both independent learning. (e.g.,
independently completed projects, individual presentations) and
interdependent learning (e.g., collaborative learning in pairs or small
groups).
6. Vary the examples you use to illustrate concepts in order to provide

multiple contexts that are relevant to students from diverse backgrounds.
Specific strategies for providing multiple example and varied contexts that are
relevant to their varied backgrounds include the following:
 Have students complete personal information cards during the first week of
class and use this information to select examples illustrations that are relevant
to their personal interests and li experiences.
 Use ideas, comments and questions that students raise in class, which they
choose to write about to help you think of example and illustrations to use.

 Ask students to provide their own examples of concepts based experiences

drawn from their personal lives.
 Have students apply concepts by placing them in a situation context that is
relevant to their lives (e.g., "How would you s respect to all persons in your
home?").
7. Adapt to the students' diverse backgrounds and learning styles by allowing

them personal choice and decision-making opportunities concerning what
they will learn and how they will learn it.
Giving the learner more decision-making opportunity with respect to learning
tasks: (a) promotes positive student attitudes toward the subject matter, (b) fosters
more positive interactions among students, and (c) results in students working more
consistently with lesser teacher intervention. Also, when individuals are allowed to
exert some control over a task, they tend to experience less anxiety or stress while
performing that task.
8. Diversify your methods of assessing and evaluating student learning.

You can accommodate student diversity not only by varying what you do with
your teaching, but also by varying what you ask students to do to demonstrate
learning. In addition to the traditional paper-and-pencil tests and written
assignments, students can demonstrate their learning in a variety of performance
formats, such as: (a) individually-delivered oral reports, (b) panel presentations, (c)
group projects, (d) visual presentations (e.g., concept maps, slide presentations,
Power Point presentations, collages, exhibits), or (d) dramatic vignettes—presented
live or on videotape. One potential benefit of allowing students to choose how they
demonstrate their learning is that the variety of options exercised may be a powerful
way to promote student awareness of the diversity of human learning styles. You will
have more of assessment in your courses on Assessment of Learning.
9. Purposely, form small-discussion groups of students from diverse

backgrounds. You can form groups of students with different learning
styles, different cultural background, etc.
Small peer-learning groups may be effective for promoting student progress to a
more advanced stage of cognitive development. Peer learning groups may promote
this cognitive advancement because: (a) the instructor is removed from center stage,
thereby reducing 'the likelihood that the teacher is perceived as the ultimate or
absolute authority; and (b) students are exposed to the perspectives of other
students, thus increasing their appreciation of multiple viewpoints and different
approaches to learning.

Activity 1:
Describe/present the concept on individual differences by means of the following:
(You may choose one only.)
song
poem
jingle
powerpoint presentation
Activity 2:
Make a poster that celebrates diversity in the classroom.
Discussion Board
Choose one factor that brings about student diversity and give an example of it in a
classroom setting.
______________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Student Diversity: Learning/ Thinking Styles and Multiple

Intelligences
Activity 3:
What type of learner are you? What’s your style? Answer the Learning Style
Inventory below, and find out!
1. If I have to learn how to do something, I learn best when I:
(V) Watch someone show me how.
(A) Hear someone tell me how.
(K) Try to do it myself.
2. When I read, I often find that I:

(V) Visualize what I am reading in my mind's eye.
(A) Read out loud or hear the words inside my head.
(K) Fidget and try to "feel" the content.
3. When asked to give directions, I:

(V) See the actual places in my mind as I say them or I prefer to draw them.
(A) Have no difficulty in giving them verbally.
(K) Have to point or move my body as I give them.
4. If I am unsure how to spell a word, I:

(V) Write it in order to determine if it looks right.
(A) Spell it out loud in order to determine if it sounds right.
(K) Write it in order to determine if it feels right.

5. When I write, I:
(V) Am concerned how neat and well-spaced my letters and words appear.
(A) Often say the letters and words to myself.
(K) Push hard on my pen or pencil and can feel the flow of the words or letters as I
form them.
6. If I had to remember a list of items, I would remember it best if I:

(V) Wrote them down.
(A) Said them over and over to myself.
(K) Moved around and used my fingers to name each item.
7. I prefer teachers who:

(V) Use the board or overhead projector while they lecture.
(A) Talk with a lot of expression.
(K) Use hands-on activities.
8. When trying to concentrate, I have a difficult time when:

(V) There is a lot of clutter or movement in the room.
(A) There is a lot of noise in the room.
(K) I have to sit still for any length of time.
9. When solving a problem, I:

(V) Write or draw diagrams to see it.
(A) Talk myself through it.
(K) Use my entire body or move objects to help me think
10. When given written instructions on how to build something, I:

(V) Read them silently and try to visualize how the parts will fit together.
(A) Read them out loud and talk to myself as I put the parts together.
(K) Try to put the parts together first and read later.
11. To keep occupied while waiting, I:

(V) Look around, stare or read.
(A) Talk or listen to others,
(K) Walk around, manipulate things with my hands, or move/shake my feet as I sit.
12. If I had to verbally describe something to another person, I would:

(V) Be brief because I do not like to talk at length.
(A) Go into great detail because I like to talk.
(K) Gesture and move around while talking.
13. If someone were verbally describing something to me, I would:

(V) Try to visualize what she was saying.
(A) Enjoy listening but want to interrupt and talk myself.
(K) Become bored if her description gets too long and detailed

14. When trying to recall names, I remember:

(V) Faces but forget names.
(A) Names, but forget faces.
(K) The situation that I met the person other than the person's name or face.
Scoring Instructions: Add the number of responses for each letter and enter the total
below. The area with the highest number of responses is your primary mode of
learning.
Visual Auditory Kinesthetic

V=__________ A= __________ A=__________
(Retrieved from: http://www.gigglepotz.com/learnstyles.pdt)
The inventory you just answered reflects whether you are a visual, auditory or
kinesthetic learner. This is only but one way of describing variations of learning and
teaching styles. Hilliard describes “learning style” as the sum of the patterns of how
individuals develop habitual ways of responding to experience. Howard Gardner
identified nine kinds of intelligences that individuals may have.
Learning/Thinking Styles
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. Furthermore, styles
are usually considered to be bipolar dimensions. For
instance, your particular learning/thinking style would
lie at a point in a continuum. Having a particular
learning/thinking style simply denotes a tendency to
behave in a certain manner. 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-analytic continuum.
Sensory Preferences. Individuals tend to gravitate

toward one or two types of sensory input and maintain a
dominance in one of the following types:
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:
Visual-iconic. Those who prefer this form of input 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. They would like to read a map better than to read a book.
Visual-symbolic. Those who prefer this form of input feel comfortable with abstract
symbolism such as mathematical formulae or the written word. They would prefer to
read a book than a map and would like to read about things than hear about them.
They tend to be good abstract thinkers who do not require practical means of
learning.
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 heard. These
learners often benefit from reading text aloud and using a tape recorder. They can
attend aurally to details, translate the spoken word easily into the written word, and
are not easily distracted in their listening ability.
Auditory learners also fall into' two categories:

The "Listeners". 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
information their own. They may even carry on mental conversations and figure out
how to extend what they learned by reviewing in their 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 frying 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 muc froh/ 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.
Global -- Analytic Continuum

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
whole pattern rather than particle elements. They are the "forest seers" who give
attention only to the overall structure and sometimes ignore details.
Several theorists have tied the global-analytic continuum to the left-brain/right-

brain continuum. In accord with Roger Sperry's model, the left-brained dominant
individual is portrayed as the linear (analytic), verbal, mathematical thinker while the
right-brained person is one who is viewed as global, non-linear and holistic in
thought preferences.
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 the general concept and then
going on to specifics. See the comparison below:
LEFT BRAIN (Analytic) RIGHT BRAIN (Global)
Successive Hemispheric Style Simultaneous Hemispheric Style
1. Verbal 1. Visual
2. Responds to word meaning 2. Responds to tone of voice
3. Sequential 3. Random
4. Processes information linearly 4. Processes information in varied order
5. Responds to logic 5. Responds to emotion
6. Plans ahead 6. Impulsive
7. Recalls people's names 7. Recalls people's faces
8. Speaks with few gestures 8. Gestures when speaking
9. Punctual 9. Less punctual
10. Prefers formal study design 10. Prefers sound/music background while
studying
11. Prefers bright lights while studying 11. Prefers frequent mobility while studying
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". Gardner 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.
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 always valued in the traditional classroom and in traditional
assessments of 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.
Intrapersonal (Self Smart) - learning through feelings, values and attitudes. This is
a decidedly affective component of learning through students place value on what
they learn and take ownership for their learning.
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.
Naturalist (Nature Smart) — learning through classification, categories and
hierarchies. The naturalist intelligence picks up on subtle differences in meaning. It is
not simply the study of nature; it can be used in all areas of study.
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.

It is important for teachers to use their knowledge about thinking/ learning

style and multiple intelligences in planning activities to help their students learn
effectively.
While researches on these typologies continue, it is clear that the teachers

can no longer just teach the text book. It is a sensible practice to teach each child
according to his/her thinking/learning styles and multiple intelligence.
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.
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 excellent 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).
Activity 4:
1. In your own words, describe the different learning/thinking styles and multiple
intelligences.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. What is/are your thinking/learning style/s? What are your dominant multiple
intelligences?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Post-Competency Checklist
Prepare a reflection paper about what you have learned on Student Diversity.

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Republic of the Philippines

CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE- PASACAO CAMPUS

WEEK 5: Student Diversity: Individual Differences

You've probably heard someone say, "Everyone is unique."

EDUC3 Facilitating Learner-Centered Teaching ( W e e k 5 ) P a g e 1 | 14

In all learning environments, individuals

1. Socioeconomic status - The millionaires' lifestyle differs from that of the

2. Thinking/ learning style - Some of you learn better by seeing something;

3. Exceptionalities - In class there maybe one who has difficulty in spoken

How Student Diversity Enriches the Learning Environment

A teacher may be "challenged" to handle a class

1. Students' self-awareness is enhanced by diversity. Exposing students to

2. Student diversity contributes to cognitive development. The opportunity

EDUC3 Facilitating Learner-Centered Teaching ( W e e k 5 ) P a g e 2 | 14

cognitive development of learners. Supreme Court Justice, William J. Brennan

3. Student diversity prepares learners for their role as responsible

4. Student diversity can promote harmony. When student diversity is

Some Tips on Student Diversity

1. Encourage learners to share their personal history and experiences.

2. Integrate learning experiences and activities which promote students'

EDUC3 Facilitating Learner-Centered Teaching ( W e e k 5 ) P a g e 3 | 14

3. Aside from highlighting diversity, identify patterns of unity that transcend

EDUC3 Facilitating Learner-Centered Teaching ( W e e k 5 ) P a g e 4 | 14

4. Communicate high expectations to students from all subgroups.

5. Use varied instructional methods to accommodate student diversity in

 Use formats that are student-centered (e.g., class discussions, small

6. Vary the examples you use to illustrate concepts in order to provide

EDUC3 Facilitating Learner-Centered Teaching ( W e e k 5 ) P a g e 5 | 14

 Ask students to provide their own examples of concepts based experiences

7. Adapt to the students' diverse backgrounds and learning styles by allowing

8. Diversify your methods of assessing and evaluating student learning.

9. Purposely, form small-discussion groups of students from diverse

EDUC3 Facilitating Learner-Centered Teaching ( W e e k 5 ) P a g e 6 | 14

Student Diversity: Learning/ Thinking Styles and Multiple

2. When I read, I often find that I:

3. When asked to give directions, I:

4. If I am unsure how to spell a word, I:

EDUC3 Facilitating Learner-Centered Teaching ( W e e k 5 ) P a g e 7 | 14

6. If I had to remember a list of items, I would remember it best if I:

7. I prefer teachers who:

8. When trying to concentrate, I have a difficult time when:

9. When solving a problem, I:

10. When given written instructions on how to build something, I:

11. To keep occupied while waiting, I:

12. If I had to verbally describe something to another person, I would:

13. If someone were verbally describing something to me, I would:

EDUC3 Facilitating Learner-Centered Teaching ( W e e k 5 ) P a g e 8 | 14

14. When trying to recall names, I remember:

Visual Auditory Kinesthetic

(Retrieved from: http://www.gigglepotz.com/learnstyles.pdt)

Learning/Thinking styles refer to the

Sensory Preferences. Individuals tend to gravitate

Visual Learners. These learners must see their teacher's

EDUC3 Facilitating Learner-Centered Teaching ( W e e k 5 ) P a g e 9 | 14

illustrated text books, overhead transparencies, videos, flipcharts and hand-outs.

Ri Charde further breaks down visual learners into:

Auditory learners also fall into' two categories:

Tactile/Kinesthetic Learners. Tactile/Kinesthetic persons benefit much from a

EDUC3 Facilitating Learner-Centered Teaching ( W e e k 5 ) P a g e 10 | 14

Global -- Analytic Continuum

Several theorists have tied the global-analytic continuum to the left-brain/right-

EDUC3 Facilitating Learner-Centered Teaching ( W e e k 5 ) P a g e 11 | 14