Name: Lian Mae D.

Blando

Facilitating Learner-Centered Teaching - Module 5

Extend by Applying

Topic Learning Activity Learning Style/Multiple

Intelligence
Addition and 1. Skip Counting -Visual Learner
Multiplication -Visual/Spatial Intelligence
-Intrapersonal Intelligence
2. Base 10 Block -Visual Learner
-Visual/Spatial Intelligence
-Intrapersonal Intelligence
3. Expanded Form -Visual Learner
-Visual/Spatial Intelligence
-Intrapersonal Intelligence
4. Turn Around Facts or -Visual Learner
Commutative Property -Visual/Spatial Intelligence
-Intrapersonal Intelligence
5. Making 10 -Visual Learner
-Visual/Spatial Intelligence
-Intrapersonal Intelligence
6. Doubles -Visual Learner
-Visual/Spatial Intelligence
-Intrapersonal Intelligence
7. Counting on -Visual Learner
-Visual/Spatial Intelligence
-Intrapersonal Intelligence
8. Math Bingo -Tactile/Kinesthetic Learner
-Verbal/Linguistic
-Bodily/Kinesthetic
9. Hopscotch Math -Tactile/Kinesthetic Learner
-Verbal/Linguistic
-Bodily/Kinesthetic
10. Creating Array City -Tactile/Kinesthetic Learner
-Verbal/Linguistic
-Bodily/Kinesthetic
Extend by Researching
Problem
The goal of this study is to examine the
relationship between learner’s learning styles and
multiple intelligence types and gender in order to
increase learner’s language learning in the foreign
language context. It is hoped that it will provide
contribution to the field. To reach this goal, this study
seeks to find answers to the following question:
1. What are the most preferred learning styles of state school in the winter term of 2015-2016 Education
the participants? Are there any gender
differences?
2. What are the most preferred types of multiple
intelligences of the participants? Are there any
gender differences?
3. What is the relationship between students’
type of multiple intelligences and learning
styles?
An Investigation between Multiple Intelligence
Sener,S., & Cokcaliskan, A. (2018). An investigation between Multiple Intelligence and Learning Styles.
Journal of Education and Training Studies, 6(2). doi:10.11114/jets.v6i2.2643
Findings
Firstly, learning styles of the students were
determined. It was observed that the students had
almost all this type of learning styles. Mostly they are
found to be tactile and auditory learners. Secondly, the
learning styles and gender differences were determined
and it was found that male and female enjoy from
varying types of learning styles by varying degrees.
Tactile, Auditory, and Kinesthetic learning types of
females have higher mean scores than males. It is also
found out that Naturalistic, Visual, and Kinesthetic types
received the highest score.
The main objective of this study was to
determine the relationship between students’ learning
styles and their types of multiple intelligence. It was
revealed that most of the intelligent types and learning
styles have moderate positive correlation.
Research Methodology
Research Design
The research study employed a quantitative
research design. The survey method was taken up as
the main methodology, which is one of the most
common methods of collecting data on attitudes and
opinions from relatively large number of participants.
Research Sample
The data were collected from the students of a
Year. The participants included 88 secondary students
of 5th , 6th , 7th , 8th grades. They were 45 females and 43
males.
Research Instrument and Procedure
The data were gathered by means of the two
instruments: the Perceptual Learning Style Preference
Questionnaire (PLSPQ) to identify the participants’
perceptual learning style preferences and the Multiple
Intelligence Inventory (MII) to determine the
intelligence type of participants.
The data gathered from the students were
analyzed
by usingand theLearning
Statistical Styles
Package for the Social
Science 20.
Conclusions/ Recommendation
The result showed that the students had almost
all these types of learning styles. Mostly, they are found
to be tactile, auditory learners and three intelligence
groups: Naturalistic, Visual, Kinesthetic intelligences
types the received the highest score. The participants of
the students were adolescents and they lived in the
village.
This study gives perspective on future
implications of the being aware of multiple intelligences
and learning styles on designing lessons, materials and
learning environment. Teachers can take a step to
improve their students’ learning styles and intelligence
through different techniques. They can, for instance,
employ easier tasks and practices so that students can
be more satisfied with their educational attainment.
 Extend with synapse strengtheners

Teaching Strategies for the Learning Styles or Multiple Intelligence

1. Visual/ Spatial
Strategies for teaching visual/ Spatial:
 Use visual aids - most other learners will benefit from visual elements as well.
 Provide visual analogies and metaphors to help with visual imagery.
 Sometimes graphics are not easy to use for specific topics but consider writing key points in front of the class as this
provides visual cues.
 Substitute words for colours and pictures.
 Ask the students to write down explanations and take notes because this entails looking at your presentation or visualising
what you’re presenting.
 Colour or emphasises key points in text.
 Avoid using large blocks of text.
 Include exercises where the students create mind maps.
 Use storytelling to help with visualisation.
 Colour-code and organise any materials you provide as this helps organise things in their minds.
 Get students to visualise using phrases, such as, "Picture this", "Let's see what you would do."

2. Musical
Strategies for teaching musical:
 Encourage your students to participate in discussions.
 If reading is required suggest audio books if appropriate.
 Suggest for them to listen to music as they go over material.
 Allow recordings of your training sessions or make your lessons accessible via online course platforms - this is also helpful
for other learning types.
 Get students to pair up and explain concepts to each other.
 Encourage problem-solving aloud.
 Suggest rereading their notes back to themselves when they get home.
 Use mnemonic devices and rhyming.
 If you are explaining a story, play relevant sounds from your computer.

3. Verbal/ Linguistic
Strategies for teaching verbal/ linguistic:
 Use verbal teaching and writing activities.
 Ask them to discuss or present.
 Use acronyms or mnemonic devices.
 Get the class to read aloud. Try to get them to read in a varied way rather than in monotone.
 Role-playing, for example, practicing elevator pitches or interactions between employees and clients.
 Ask them to teach members of the class certain material.
 Suggest they reread and rewrite their notes, including summaries.
 Incorporate quizzes into your lessons.
 Show them or provide them with lists of key words.
 Providing these learners with a combination of information in a variety of verbal ways can assist their learning, for example,
they may initially read about a concept, afterwards they listen to an audio to support what has been read, then they write
notes and finally they partner up with someone and discuss the topic.

4. Interpersonal
Strategies for teaching interpersonal:
 Be inquisitive and ask them what they think about a concept/topic/idea.
 Ask them to bounce ideas off of each other and compare their ideas with others'.
 Allow them to discuss and share stories.
 Include group work.
 Engage in a role-play.

5. Mathematical/Logical
Strategies for teaching mathematical/logical:
 Provide the class with problem-solving tasks.
 Challenge them to work things out for themselves.
 Ask them to interpret abstract visual information.
 Include critical thinking exercises.
 Provide statistics and facts.
 Ask them to suggest conclusions after providing them with evidence.

6. Bodily/Kinesthetic
Strategies for teaching bodily/kinesthetic:
 Use physical exercises and provide hands-on experiences.
 Exercises where they are standing and walking are very effective.
 Include activities where they use a pen and paper to map out their thoughts and problem-solve because writing is a physical
exercise.
 Find a venue that provides these learners with large spaces so they can write and draw.
 Encourage them to draw diagrams, graphs and maps.
 Get them to interact with physical objects or solve puzzles.
 Role-playing.
 Provide real life examples, such as, case studies.
 Suggest reviewing their notes whilst they engage in physical activity.
 Ask them to teach other class members some of the lesson content.
 When you are asking them to visualise, explain the sensations that would be felt, such as, "The wind was forcibly hitting
against the left side of my body."

7. Intrapersonal
Strategies for teaching intrapersonal:
 Ask questions so you know what they're thinking and how they're feeling.
 Provide individual problem-solving exercises.
 Explain why the lesson material is important as solitary learners are often interested in outcomes.
 Along with this, give the class ways to track their progress.
 Suggest links between what they have previously learned/should know and new concepts.

8. Naturalist
Strategies for teaching naturalist:
 Include experiments in your lessons.
 Get them to imagine that what you're teaching is a new ecosystem that they can understand by finding patterns. This will
help them link concepts together.
 Have exercises where they can identify and classify.
 Use examples linking to daily life, people or nature.
 Provide observational data, such as case studies.

9. Existential
Strategies for teaching existential:
 Get them play the big question game.
 Let them spend time with the animals so they will understand the importance of it.
 Ask them about history
  Let them read books with different languages
 Make them spend time in nature so they can experiment new ideas

Evaluate

 In your own words, describe the different learning/thinking styles and multiple intelligences.

Learning/thinking Styles

1. Visual learners during discussion must take a detailed notes to understand the information that the teachers
teaching. They learn best using visual aids, videos, flipcharts and hands-outs.
2. Auditory learners must read the information aloud to absorbs it. They learn best when the discussion is
verbal lectures, and when listening to what others what to say.
3. Tactile/ Kinesthetic learner learn by doing what have been discuss. They don’t want to sit still for a long
period of time. They benefit best in hands-on approach.

Multiple Intelligences

1. Visual/Spatial Intelligence retain information more effectively when visual aids are used, such as, pictures,
images, film clips, colours and diagrams. They're also good at understanding visual data presented in maps, charts
and graphs.
2. Verbal/ Linguistic learners favour using words and linguistic skills - in speech and in writing, such as, reading,
writing, listening or speaking. They like word games, puns and rhymes etc and are often strong public speakers.
3. Mathematical/Logical learners favour using logic and reasoning. They like to classify and categorise information
and solve problems with numbers. Logical learners are especially good at analysing cause and effect relationships.
4. Bodily/Kinesthetic learners process information effectively when they use their bodies and when they are actually
doing something. They put their learning into practice.
5. Musical learners respond to sound, music, recordings, rhymes, rhythms etc. They remember conversations well
and music causes an emotional response in them.
6. Intrapersonal learners like to work and learn by themselves and self-study. They may come across as shy or cold
as they keep to themselves. If you get solitary learners feeling comfortable during some of the training, they are
more likely to speak up during presentations or group work.
7. Interpersonal learners process information by interacting with and relating to others. They enjoy working with
others and are often strong leaders.
8. Naturalist learners process information by working with and experiencing nature. They learn by finding patterns in
nature and using scientific logic for understanding.
9. Existential learners have sensitivity and capacity to tackle deep questions about human existence, such as
the meaning of life, why do we die, and how did we get here.

 What is/are your thinking/learning style/s? What are your dominant multiple intelligences?
I think my thinking/learning style is visual learners especially visual-symbolic because I like reading books
and I can learn best when I will write information and I am good on abstract reasoning. My dominant
multiple intelligences are visual/spatial, mathematical/logical, naturalist, and intrapersonal.

 Choose a particular learning style and intelligence of students. Plan learning activities that match with the
particular learning styles and multiple intelligences of the students.

Mathematical/Logical

 Provide the class with problem-solving tasks.

 Challenge them to work things out for themselves.
 Ask them to interpret abstract visual information.
 Include critical thinking exercises.
 Provide statistics and facts.
 Ask them to suggest conclusions after providing them with evidence

5-minute non-stop writing

From the Module on Thinking/Learning Styles and Multiple Intelligences, I realized that it is important to
know this because as we future teachers must understand our students’ capabilities so we can teach them effectively.
If we don’t know this, we will be lost in teaching our students and it will lead to misunderstanding of their
capability. We should plan teaching strategies to make sure that our learner can learn best and they can enjoy
learning. It will be fun to know that we can help them develop their thinking/learning styles and multiple
intelligences and have them embrace it so they can boost their ability in a best way possible.