Learning/Thinking And Multiple Intelligences

I. Objectives: 1. Define What is Learning Styles

2. Identify The Different Types of Intelligences
3. Appreciate the importance Learning/Thinking Styles and Multiple
Intelligences

II. Introduction
Learning and thinking styles, as well as multiple intelligences, are two distinct yet
interconnected concepts that play a crucial role in how individuals process information and
excel in various areas. Learning and thinking styles refer to the unique ways individuals prefer
to acquire and process information. Meanwhile, multiple intelligences theory highlights the idea
that intelligence is diverse, and individuals may excel in different ways.
III. Body/Content
LEARNING/ THINKING STYLES

 Hilliard describes "learning style" as the sum of the patterns of how individuals develop
habitual ways of responding to experience.

Learning/ Thinking styles refer to the preferred way an individual processes information. These
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

Several perspectives about learning-thinking styles - sensory preferences and the global-analytic
continuum.

I. Sensory Preferences. Individuals tend to gravitate toward one or two types of sensory input and
maintain a dominance in one of the following types:

A. 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 textbooks,
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 Chard further breaks down visual learners into:

a. 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,"
also known as iconic imagery and attend to pictorial detail. They would like to read a map better than to
read a book.

b. 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 for learning.
B. Auditory Learners: They learn best through verbal lectures, discussions, talking things through and
listening to what others have to say. They 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 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:

a. 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.

b. 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

C. 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

II. Global- Analytic Continuum

A. 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.

B. 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 disregarded
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.

LEFT BRAIN (Analytic)

Successive Hemispheric Style

1. Verbal

2. Responds to word meaning

3. Sequential

4. Processes information linearly

5. Responds to logic

6. Plans ahead
7. Recalls people's names

8. Speaks with few gestures

9. Punctual

10. Prefers formal study design

11.Prefers bright lights while studying

RIGHT BRAIN (Global)

1. Visual

2. Responds to tone of voice

3. Random

4. Processes information in varied order

5. Responds to emotion

6. Impulsive

7. Recalls people's faces

8. Gestures when speaking

9. Less punctual

10. Prefers sound/music background while studying

11. Prefers frequent mobility while studying

Multiple Intelligences Theory, developed by psychologist Howard Gardner in 1983, proposes

that intelligence isn't a single, general ability but a combination of several distinct types of
intelligences. These intelligences encompass various ways in which individuals learn, think, and
excel. Here's a brief explanation of some of these intelligences:
1. Verbal-Linguistic Intelligence (Word Smart): People with high verbal-linguistic
intelligence excel in using words, both written and spoken. They are skilled in reading, writing,
and communicating effectively.

2. Logical-Mathematical Intelligence (Number Smart/Logic Smart): Those with logical-

mathematical intelligence are adept at problem-solving, logical reasoning, and mathematical
operations. They think in terms of cause and effect.

3. Visual-Spatial Intelligence (Picture Smart): This intelligence involves a strong ability to

visualize and manipulate objects in space. It's crucial for artists, architects, and anyone who uses
spatial thinking.

4. Bodily-Kinesthetic Intelligence (Body Smart): Individuals with bodily-kinesthetic

intelligence have excellent control over their body movements. They excel in activities like
sports, dance, or physical tasks.
5. Musical Intelligence (Music Smart): Musical intelligence is the capacity to perceive, create,
and appreciate rhythm, melody, and pitch. Musically intelligent individuals often have a strong
sense of rhythm and melody.

6. Interpersonal Intelligence (People Smart): People with interpersonal intelligence are

skilled in understanding and interacting with others. They have empathy, can communicate
effectively, and are good at resolving conflicts.

7. Intrapersonal Intelligence (Self Smart): Intrapersonal intelligence relates to self-awareness

and self-reflection. Those with high intrapersonal intelligence have a deep understanding of
their own thoughts, emotions, and motivations.

8. Naturalistic Intelligence (Nature Smart): This intelligence involves an affinity for

understanding and working with the natural world. It's often seen in botanists, ecologists, and
naturalists.

9. Existential Intelligence (Spirit Smart): Gardner suggested this intelligence to account for
individuals' abilities to ponder questions about the existence of life, death, and the universe.

IV. Conclusion
Learning and thinking styles, as well as multiple intelligences, are two distinct yet
interconnected concepts that play a crucial role in how individuals process information and excel
in various areas. Learning and thinking styles refer to the unique ways individuals prefer to
acquire and process information. Multiple intelligences, on the other hand, is a theory proposed
by Howard Gardner, suggesting that human intelligence isn't a singular entity but a diverse set of
abilities. Gardner identified several intelligences, including linguistic, logical-mathematical,
spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalistic intelligences.
Each person may excel in some of these areas while having varying degrees of proficiency in
others. Understanding one's learning and thinking style can enhance the effectiveness of
education, as it tailors the teaching approach to match individual preferences. Meanwhile,
recognizing and developing multiple intelligences can lead to a more holistic and personalized
approach to education and personal growth, allowing individuals to leverage their unique
strengths and talents.