Republic of the Philippines

EASTERN VISAYAS STATE UNIVERSITY (EVSU)

BURAUEN CAMPUS

HANDOUTS #5

LEARNING/THINKING STYLES AND MULTIPLE INTELLIGENCES

Learning Outcomes:

1. Describe the different learning/thinking styles and multiple intelligences.

2. Pinpoint your own learning/thinking styles and multiple intelligences.
3. Plan learning activities that match learners’ learning/thinking styles and multiple intelligences.

Introduction:
One factor that brings about student diversity is thinking/learning styles. Individual thinks and
learns 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 a video
about a topic. Students, likewise have preferred ways of expressing their thoughts, feelings and ideas.
Some would prefer to write, others would draw or even dance and sing. These preferences involve
thinking/learning styles and multiple inteliigences

STUDENT DIVERSITY

Learning/Thinking
Learning/Thinking Styles
Styles Multiple Intelligences

Visual/Spatial
(Picture Smart)

Sensory Brain Verbal Linguistic

Preferences Hemispheres (Word Smart)

Logico-Mathematical
Visual Iconic Left Brain (Number/Logic Smart
Learners Analytic
Symbolic Bodily Kinesthetic
Auditory Right Brain (Body Smart)
Talkers
Learners (Global)
Musical
Listeners (Music Smart)
Tactile/
Kinesthetic Interpersonal
Learners (People Smart)
Intrapersonal
(Self-Smart)

Naturalistic
(Nature Smart)
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.

There are several perspective about learning-thinking styles. We shall focus on sensory preferences and
the global analytic continuum.
1. SENSORY PREFERENCES-
 individuals tend to gravitate toward one or two types of sensory input and maintain a
dominance in one of the following types.
2. VISUAL LEARNERS
 These learners must see their teacher’s actions and facial expressions to fully
understand the content of the lesson.
Ri Charde further breaks down visual learners into:

 VISUAL ICONIC. Those who prefer this from of input are more interested in visual
imagery such as film, graphic displays, or pictures in order to solidify learning.

 VISUAL SYMBOLIC. Those who prefer this form of input feel comfortable with abstract
symbolism such as mathematical formulae or the written word

3. AUDITORY LEARNERS
 They learn best through verbal lectures, discussions, talking things through and listening
to what others have to say.

AUDITORY LEARNERS ALSO FALL INTO TWO CATEGORIES

 “Listeners” this is the more common type. They are most likely do well in school. They
remember things said to them and make the information their own.
 “Talkers” They are the ones who prefer to talk and discuss. They often find themselves
talking to those around them.
4. TACTILE/KINESTHETIC LEARNERS
 Tactile/kinesthetic persons benefit much from a hands-on approach, actively exploring
the physical world around them.

Golbal- Analytic Continuum

Analytic thinkers tend toward the linear, step-by-step process of learning.
Global-Global thinkers lean towards non-linear thought.
LEFT BRAIN (Analytic) RIGHT BRAIN (Global)
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 name 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

MULTIP[LE INTELLIGENCES was first described by Howard Gardner with nine kinds of intelligences that
individuals may have.

1. Visual/Spatial Intelligence (Picture Smart)

 Learning visually and organizing ideas spatially. Seeing concepts in action in order to
understand them.
2. Verbal/Linguistic (Word Smart)
 Learning through the spoken and written word.
3. Musical (Music Smart)
 Learning through patterns, rhythms and music.
4. Mathematical/Logical (Number Smart/Logic Smart
 Learning through reasoning and problem solving
5. Bodily/Kinesthetic (Body Smart)
 Learning through interaction with one’s environment
6. Intrapersonal (Self-Smart)
 Learning through feelings, values and attitudes.
7. Interpersonal (People Smart)
 Learning through interaction with others. Not the domain of children who are simply
“talkative”. This intelligence promotes collaboration and working cooperativelyt with
others.
8. Naturalist (Nature Smart)
 Learning through classification, categories and hierarchies.
9. 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 the family?”
SUGGESTED STRATEGIES TO BE USED BY TEACHERS:
1. Use questions of all types to stimulate various levels of thinking from recalling factual
information to drawing implications and making value judgements
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 of 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 opinions surveys, etc.).
8. Use descriptive feedback rather than simply praising.

LEARNING ACTIVITY:
A. Complete the table.
1. Choose a topic of your field of specialization.
2. Think of at least five learning activities relevant to the topic you chose.
3. Indicate the thinking/learning styles and multiple intelligences that each learning activity can
address. Remember a learning activity may address both thinking/learning style and multiple
intelligences.
Learning Style/Multiple
Topic Learning Activity Intelligences
1.
2.
3.
4.
5.

B. In your own words, describe the different learning/thinking styles and multiple intelligences.
C. What is your thinking/learning styles? What are your dominant multiple intelligences?
D. Choose a particular learning style and intelligence of students. Plan learning activities that match
with the particular learning styles and multiple intelligences of students.
E. Complete this writing….
From the handouts on Thinking/Learning Styles and Multiple Intelligences, I realized
that………….

GOOD LUCK!!!