Ed 7

Facilitating Learner
Centered teaching
Module 8a:
Different Learning Styles
Ma. Caren Gomez Ulang
Learning Facilitator
 Opening Prayer

Ever powerful and ever living God,

We call upon Your Holy name to worship you and give you
thanks.
We are indeed grateful to feel your loving presence and have
the opportunity to be together in another meaningful day to
learn.
Make us Your instruments to inspire and lead each other to
become better persons you desired us to be. May we
become a reflection of your goodness to our dear families,
friends and colleagues for whom we equally ask for Your
divine protection and guidance in all means especially from
this pandemic situation and economic challenge that we are
all in.
This we ask in Your mighty name. Amen.
Reflective
Post
 In this module, challenge yourself to
attain the following results:
1. Describe the different
learning/thinking styles and multiple
intelligences.
2. Identify your own learning/thinking
Take style(s) and multiple intelligences.
the 3. Plan learning activities that match
Challenge! learners’ learning/ thinking style(s)
and multiple intelligences.
 REVIEW
Module 7a:
Concepts of
Individual Differences in
Learning
Ma. Caren Gomez Ulang
Learning Facilitator
What makes an individual significantly unique from
other individuals?

Kindly name a factor that brings about student diversity

and describe them in your own words or perception.

As a Pre-service Teacher, how do you think student

diversity enriches the learning environment?

REVIEW
 Thinking/
Learning Style
Socioeconomic Exceptionalities
Status Thinking/
Learning

Factors that bring

about student
diversity

Factors that Bring About Student Diversity

 Learning Style Questionnaire
The modality (learning channel preference)
questionnaire reproduced here is by O’Brien (1985).
To complete, read each sentence carefully and
consider if it applies to you. On the line in front of
each statement, indicate how often the sentence
applies to you, according to the chart below. Please
respond to all questions.
Testing Time!
1 2 3
Never applies to me. Sometimes applies to Often applies to me.
me.

ENGAGE
SECTION ONE:

1. _____I enjoy doodling and even my notes have lots of pictures and
arrows in them.
2. _____I remember something better if I write it down.
3. _____When trying to remember someone’s telephone number, or
something new like that, it helps me to get a picture of it in my
mind.
4. _____Using flashcards helps me to retain material for tests.
5. _____It is better for me to get work done in a quiet place.

Total______
1 2 3

ENGAGE
Never applies to me. Sometimes applies to Often applies to me.
me.
SECTION TWO:

1. _____ My written work doesn’t look neat to me. My papers have

crossed-out words and erasures.
2. _____ Papers with very small print, blotchy dittos or poor copies are
tough on me.
3. _____ I remember things that I hear, rather than things that I see or
read.
4. _____ My eyes get tired fast, even though the eye doctor says that
my eyes are ok.
5. _____ It’s hard for me to read other people’s handwriting.
1 2 3
Total______ Never applies to me. Sometimes applies to Often applies to me.
me.
ENGAGE
SECTION THREE:

1. _____ I learn best when I am shown how to do something, and I

have the opportunity to do it.
2. _____ Before I follow directions, it helps me to see someone else do
it first.
3. _____ I am not skilled in giving verbal explanations or directions.
4. _____ I do not become easily lost, even in strange surroundings.
5. _____ I think better when I have the freedom to move around.

Total______
1 2 3
ENGAGE Never applies to me. Sometimes applies to
me.
Often applies to me.
 Section One score: _____(Visual)
Section Two score: ______(Auditory)
SCORING:
Section Three score: ______(Kinesthetic)
Now, add up the
scores for each of
the three sections
and record below.
The maximum score
in any section is 15
and the minimum
score is 5. Note the
preference next to
each section.

ENGAGE
 Analysis:
1. Based on the scores, what have you discovered
about your learning styles? Do you agree with it?
2. Is it possible for one to score equally on the three
learning styles? Explain.

Learning Style is the sum of the patterns of how

individuals develop habitual ways of responding to
experience.
- A. Hilliard

ENGAGE
 INTRODUCTION
“ DIFFERENT LEARNING STYLES

”
Individual learn and think in distinct ways. In any
group of learners there will always be different learning
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 watch videos or to
write. While, there are others who prefer to draw,
dance or sing.
 STUDENT DIVERSITY
Learning/Thinking Styles Multiple Intelligences

Visual/Spatial
(Picture Smart)

Verbal/ Linguistic
Sensory Brain (Word Smart)
Preferences Hemispheres Logico/ Mathematical
(Number/Logic Smart)
Bodily/ Kinesthetic
(Body Smart)
Tactile/ Musical
Visual Auditory Left Brain
Kinesthetic (Music Smart)
Learners Learners Learners (Analytic) Interpersonal
(People Smart)
Intrapersonal
Right Brain (Self-Smart)
Iconic Talkers Naturalistic
(Global)
(Nature Smart)
Symbolic Listeners Existential
(Spirit Smart)

ENGAGE
LEARNING AND THINKING STYLES
o refers to the preferred way an individual
processes information
I. Sensory Preferences- individuals
tend to gravitate toward one or two
types of sensory inputs and maintain a
dominance in one of the following
types:
1. Visual Learners
2. Auditory Learners
3. Tactile/Kinesthetic Learners

Learning/ Thinking Styles

1. Visual Learners are learners who
may think in pictures and learn
best from visual aids like diagrams,
illustrated textbooks, overhead
transparencies, videos, flip charts
and hand-outs
a. Visual Iconic- prefer visual
imagery like film, graphic display
or pictures
b. Visual Symbolic- prefer abstract
symbolisms like written words or
mathematical formula

ENGAGE Visual Learners

 2. Auditory Learners learn best
through verbal lectures,
discussions, talking things
through and listening to what
others have to say
a. Listeners- remember things
said to them and make the
information their own
b. Talkers- prefer to talk and
discuss

ENGAGE Auditory Learners

 3. Tactile/Kinesthetic Learners –
prefer “learning by doing”,
benefit much from hands-on
approach, actively exploring the
physical world around them.
Have skills demonstrated in physical
coordination,
athletic ability, hands on experimentation,
using body language, crafts, acting,
miming, using their hands to create or
build, dancing, and expressing emotions
through the body.

ENGAGE Tactile/Kinesthetic Learners

II. Global-Analytic Continuum
1. Analytic Learners- tend toward
the linear, step-by-step
processes of learning and see
finite elements of patterns rather
than the whole
2. Global Learners- lean towards
nonlinear and tend to see the
whole pattern rather than
particle elements

Learning/ Thinking Styles

 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 on who is viewed as
global, non-linear and holistic in thought preferences.

Successive Processor (left brain) prefers to learn in a step-

by-step sequential format, specific to general. Simultaneous
Processor (right brain) prefers to learn beginning with the
general concept and then going on to specifics.

Learning/ Thinking Styles

 Howard
Gardner’s
Multiple
Intelligences (MI)
 What is Intelligence?

Intelligence has been defined in many different ways

including as one's capacity for logic, understanding, self-
awareness, learning, emotional knowledge, planning,
creativity, and problem solving.
It can be more generally described as
the ability or inclination to perceive or Artificial intelligence is intelligence
deduce information, and to retain it as in machines. It is commonly
knowledge to be applied towards implemented in computer systems
adaptive behaviors within an using program software.
environment or context.
  He was born in Scranton, Pennsylvania in 1943.
 He went to Harvard University to study history in
Howard Gardner readiness for a career in the law
 He was lucky enough to have Eric Erikson as a
tutor. In Howard Gardner’s words Erikson
probably ‘sealed’ his ambition to be a scholar
 Howard Gardner’s interest in psychology and the
social sciences grew (his senior thesis was on a
new California retirement community) and he
graduated summa cum laude in 1965.
 His first major book, The Shattered Mind
appeared in 1975 and some fifteen have
followed.
 Visual/ Spatial (Picture Smart)
Verbal/Linguistic (Word Smart)
Mathematical/Logical (Number/Logic Smart)
Bodily/Kinesthetic (Body Smart)
Musical/Rhythmic (Music Smart)
Intrapersonal (Self Smart)
Interpersonal (People Smart)
Naturalist (Nature Smart)
Existential (Spirit Smart)

Multiple Intelligences (MI)

Visual/Spatial Intelligence
• ability to perceive the visual. these learners
tend to think in pictures and need to
create vivid mental images to retain
information. they enjoy looking at maps,
charts, pictures, videos, and movies.

Verbal/Linguistic Intelligence
• ability to use words and language. these
learners have highly developed auditory
skills and are generally elegant speakers.
they think in words rather than pictures.

Multiple Intelligences (MI)

 Logical/Mathematical intelligence
• ability to use reason, logic and numbers. these
learners think conceptually in logical and
numerical patterns making connections
between pieces of information. always curious
about the world around them, these learner ask
lots of questions and like to do experiments.
Bodily/Kinesthetic intelligence
• ability to control body movements and handle
objects skillfully. These learners express
themselves through movement. they have a
good sense of balance and eye-hand co-
ordination. (e.g. ball play, balancing beams).

Multiple Intelligences (MI)

 Musical/Rhythmic Intelligence
• ability to produce and appreciate music. These
musically inclined learners think in sounds, rhythms
and patterns. they immediately respond to music
either appreciating or criticizing what they hear.
Many of these learners are extremely sensitive to
environmental sounds (e.g. crickets, bells, dripping
taps).
Interpersonal Intelligence
• ability to relate and understand others. These
learners try to see things from other people's point
of view in order to understand how they think and
feel.

Multiple Intelligences (MI)

 Intrapersonal Intelligence
• ability to self-reflect and be aware of
one's inner state of being. these learners
try to understand their inner feelings,
dreams, relationships with others, and
strengths and weaknesses.
Naturalist Intelligence
• 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.

Multiple Intelligences (MI)

Existential Intelligence
• 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 connection to
the real world.

Multiple Intelligences (MI)

 Teaching Strategies guided by
Thinking /Learning Styles and Multiple
Intelligence
a. Use questions of all types to stimulate various levels of thinking
from recalling factual information to drawing implications and
making value judgements
b. Provide a general overview of material to be learned i.e
structures overviews , advance organizers etc.
c. Allow sufficient time for the information to be processed and
then integrate using both the right – and left-brain hemispheres.
d. Set clear purpose before an listening , viewing or reading
experience.
 Teaching Strategies guided by
Thinking /Learning Styles and Multiple
Intelligence
e. Warm up before the lesson development by using brain
storming, set indication, etc.
f. Use multisensory means for both processing and retrieving
information. (Write directions on the board and give them
orally.)
g. Use a variety of view and reflection strategies to bring closure to
learning (writing summaries, creating opinion surveys, etc.)
h. Use descriptive feedback rather than simply praising
 APPLICATION
Identify the intelligences of the following
personalities in terms of their MI.
1. BTS 2. Raffy Tulfo
 APPLICATION
Identify the intelligences of the following
personalities in terms of their MI.
3. Pastor Tan-Chi 4. Alyssa Valdez
 APPLICATION
Identify the intelligences of the following
personalities in terms of their MI.
5. Apo Whang Od 6. Albert Einstein
 APPLICATION
Identify the intelligences of the following
personalities in terms of their MI.
7. Doc Ferdz Recio and Doc 8. Ophra Winfrey
Neilsen Donato
 APPLICATION
Identify the intelligences of the following
personalities in terms of their MI.
9. Heart Evangelista 10. Jose Rizal
 ASSESSMENT - Quiz 2
Google Form Link:

https://forms.gle/wWRqV34gZkH5xdVT6
 BOOKS
Lucas M. & Copuz, B. ( 2014). Facilitating Learning : A Metacognitive Process. (4th
Edition). Lorimar Publishing Inc. Manila. Philippines.
Brawner, D. & Leus, M. ( 2018). Facilitating Learner- Centered Teaching. Adriana
Publishing Co. Inc. Manila. Philippines.
ONLINE RESOURCES
https://www.slideshare.net/khim23/individual-differences-45870312
https://wps.prenhall.com/chet_piscitelli_study_1/31/8151/2086900.cw/index.html
https://www.slideshare.net/childrensministry/learning-styles?qid=20c0ade7-cedb-
4373-9305-1176924ea9e0&v=&b=&from_search=1
https://www.slideshare.net/hpinn/learning-styles-36064096
https://www.slideshare.net/beloniotwinme/diversity-of-learners-
33718322?qid=5f8691ba-4c61-47d8-8fad-6ffd30450f1d&v=&b=&from_search=2
https://www.slideshare.net/laralundang/diversity-of-learners
https://www.slideshare.net/trevoursmith1/diversity-in-the-classroom-45398312
https://www.slideshare.net/redmivc/module-4-individual-differences

References
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