Lesson 7 Learning Styles and Multiple Intelligences

 I. Learning-Thinking Styles

In this lesson we are going to focus on two of the several perspectives about learning-thinking styles. Those are the sensory preference and the global-analytic continuum.

 

A. Sensory Preferences (Learning Styles)

This refers on the students’ preferred way of taking information or stimulus from the environment using senses. It is generally broken down into three types.

1. Visual Learning Style

Individuals who learn best when ideas or subjects are presented in a visual format, whether that is written language, pictures, diagrams or videos are visual learners. Visual learners usually learn best when the teacher provides written study notes, writes on the chalkboard and uses an overhead projector to explain concepts. Visual learners frequently take detailed notes in class, when studying from a textbook or listening to lectures. They also create diagrams and use pictures to understand and remember concepts and ideas. If this sounds like you then you are probably a visual learner – many people are.

There are two classes of visual learners, namely:

a.) Visual-iconic – are those learners who are more interested visual imagery such as film, graphic displays, or pictures to concretize learning. They would like to read map over books.

 b.) Visual-symbolic – are the ones who are comfortable with abstract symbolism such as mathematical formulae or the written words. They are good abstract thinkers and prefer to read texts instead of illustrations.

 

2. Auditory Learning Style

If you learn best by participating in class discussion, by listening to your teachers’ lectures, by listening to audio tapes or by listening to other language formats - then you are probably an auditory learner. Auditory learners, unlike visual learners, can learn, understand and retain information better when they hear it rather than see it.

            Auditory learners, also has two types:

a.) Listeners. It is the more common type. They remember things said to them and make the information their own. They can extend what they learned by reviewing in their heads what they heard others say.

b.) Talkers. They are the ones who preferred to talk instead of just quietly listening. They often find themselves talking to those around them. They tend to whisper comments to themselves when someone is talking or explaining.

 

3. Kinesthetic Learning Style

Kinesthetic or tactile learners are hands-on learners. They learn best when they are able to physically participate directly in what they are required to learn or understand. Tactile learners usually excel when they are able to handle something in order to learn about it. They may do especially well in classes where lab work is required. Unlike visual learners who learn by seeing and auditory learners who learn by hearing, tactile or kinesthetic learners learn by touching and feeling.

 

B. Global-Analytic Continuum (Thinking Style)

1. The Global Style

The global style of learning takes in information holistically. Linked to right-hemisphere dominance in the brain, global learning begins with understanding concepts first, with mastery of details to follow. Global learners tend to be bored by memorizing facts and prefer to relate learning to personal experience, stories and anecdotes. These learners may work better in groups than alone and prefer to work on multiple tasks at once. Music or other background noise helps, rather than distracts, these learners, and they find learning easiest when information relates to the real world.

 

2. The Analytical Style

Analytical learners take in information sequentially, preferring to learn a series of facts that lead toward an understanding of a larger concept. Grounded in left-hemisphere dominance in the brain, analytical learning requires orderly, quiet surroundings. Analytical learners tend to work on one task to completion, preferring to study alone for long periods without interruption. These learners thrive in traditional classroom settings.

Below is a table comparing the characteristics of left-brain dominant to right-brain dominant individuals:

Table 2. Comparison of Left-Brain and Right-Brain Dominant Learners Characteristics

Left Brain (Analytic)	Right Brain (Global)
Successive Hemispheric Style	Simultaneous Hemispheric Style
Verbal	Visual
Respond to word meaning	Responds to tone of voice
Sequential	Random
Process information linearly	Process information in varied order
Responds to logic	Responds to emotion
Plans ahead	Impulsive
Recalls people’s names	Recalls people’s faces
Speaks with few gestures	Gestures when speaking
Punctual	Less punctual
Prefers formal study design	Prefers sound/music background while studying
Prefers bright light while studying	Prefers frequent mobility while studying

 

II. Multiple Intelligences

A. The Nine Multiple Intelligences (Excerpt from The 12 types of intelligence, which one do you have? of psychology-spot.com)

At first, Gardner proposed the existence of 7 types of intelligence, but later he included two additional intelligences and with the passage of time other constructs have been added that expand our vision of intelligence.

1. Logical-mathematical intelligence

Logical-mathematical intelligence refers to the ability to analyze problems rationally, perform mathematical operations, and investigate scientific questions. It involves the ability to calculate, quantify, consider propositions and hypotheses, and perform complex logical operations.

These people use abstract and symbolic thinking, develop sequential reasoning skills, and follow inductive and deductive thought patterns. In fact, they have the ability to develop equations and proofs, do calculations and solve abstract problems so they are comfortable in the field of Mathematics and Physics.

 

2. Verbal-linguistic intelligence

Linguistic intelligence refers to a special sensitivity to spoken and written language. It manifests as the ability to learn languages ​​and use language effectively to achieve certain goals. Writers and great communicators, for example, possess this type of intelligence.

People with linguistic intelligence use language to express and appreciate complex meanings. They have the ability to analyze verbal and non-verbal information with great precision, understand words and non-verbal language, and are also able to create products that involve oral and written language.

 

3. Spatial intelligence

Spatial intelligence implies the ability to recognize and manipulate patterns in a wide space, such as that used by navigators and pilots, as well as patterns in more confined areas, such as the case of sculptors, surgeons, chess players or architects.

This type of intelligence refers to the ability to think in three dimensions. People who have it have an extraordinary ability to recognize and manipulate detailed and large-scale spatial images. They also tend to have a very active imagination.

 

4. Bodily-kinesthetic intelligence

Kinesthetic or bodily intelligence is the ability to use the whole body or parts of it to solve problems or create products. People with this type of intelligence can become excellent athletes or dancers, for example, but they can also perform as surgeons, mechanics, physical therapists or carpenters.

People with bodily or kinesthetic intelligence solve problems through a deep mind-body bond. They achieve great control of automatic and voluntary movements, so that they can use their body in a highly differentiated and competent way to solve different problems.

 

5. Musical intelligence

Musical intelligence refers to the skills of interpretation, composition and appreciation of musical patterns. People with this type of intelligence have the ability to recognize and create musical tones, rhythms, and timbres.

They tend to have a great facility to learn songs and rhythms, as well as to compose music and play different musical instruments. They develop a special sensitivity to music and can easily detect incorrect pitches or out-of-tune instruments.

 

6. Interpersonal intelligence

Interpersonal intelligence is the ability to understand other people’s intentions, motivations, and desires and use them to assertively engage with others. People with this type of intelligence develop the ability to recognize and understand the psychological background of the others.

Interpersonal intelligence therefore implies the development of effective verbal and non-verbal communication. These people notice the differences between one another, are sensitive to the moods of the others and have the ability to manage different perspectives from an empathic posture.

 

7. Intrapersonal intelligence

Intrapersonal intelligence is fundamentally inward since it implies the ability to understand oneself. These people are not only aware of their wishes, feelings, moods and expectations, but they use that information to intelligently manage their lives.

Those who possess this type of intelligence also develop self-cognition; that is, they understand how their cognitive processes (thinking, attention and memory) work, which allows them to make better decisions and solve problems more effectively.

 

8. Naturalistic intelligence

Naturalistic intelligence is the ability to perceive the relationships between species and people, recognizing possible differences or similarities between them. These people are able to identify, discern, observe and classify members of groups or species of flora and fauna with relative ease.

However, those with this type of intelligence not only identify the variety that exists in the natural world, but also have a special sensitivity towards the environment. They have a natural curiosity to investigate their environment and be in contact with nature.

 

9. Existential intelligence

Gardner defined existential intelligence as “The ability to locate oneself with respect to the cosmos and the existential features of the human condition, such as the meaning of life and death, the final destination of the physical and psychological world in deep experiences like love for another person”.

People who have this type of intelligence are likely to reflect on their existence and think about the meaning of life and what could happen after death. Not only do they have a rich spiritual life, but they develop a tendency to philosophize and question everything, based on their deep capacity for self-observation and observation of the environment.

 

B. Teaching Strategies to Cater Varied Learning Styles and Multiple Intelligence

Below are some of the teaching strategies suggested by Lucas and Corpuz (2013) which aims to address the students’ diversity in terms of their learning styles and dominant domain in the multiple intelligences:

•      Use questions of all types to stimulate various levels of thinking from recalling factual information to drawing implication and making value judgment
•      Provide a general over of materials to be learned, i.e. structured overviews, advanced organizers, etc., so that students’ past experiences will be associated with new ideas
•      Allow sufficient time for information to be processed and then integrate using both the right and left brain hemispheres
•      Set clear purpose before any listening, viewing or reading experience
•      Warm up before the lesson development by using brainstorming, set induction, etc.
•      Use multisensory means for both processing and retrieving information. Write directions on board and give them orally
•      Use a variety of review and reflection strategies to bring closure to learning. Write summaries, create opinion surveys, etc.
•     Use descriptive feedback rather than simply praising (“The example you’ve provided is an excellent one to point to the concept of …”)

References

• Aquino, A. M. (2009). Facilitating human learning (First Edition). Rex Book Store, Inc.
• Bulusan, F., Raquepo, M. R., Balmeo, M. L., & Gutierrez, J. C. (2019). Facilitating learner-centered teaching (First Edition). Rex Book Store, Inc.
• CMO No. 75 s. 2017, Policies, Standards and Guidelines for Bachelor of Secondary Education (BSEd), p. 39
• CMO No. 80 s. 2017, Policies, Standards and Guidelines for Bachelor of Physical Education (BPEd), p. 24
• Lucas, M. R. D., & Corpuz, B. B. (2013). Facilitating learning: a metacognitive process (3rd Edition). LORIMAR Publishing, Inc.
• Ornos, P. S., Gonzaga, E. P., Esgra, C. B., Gomez, N. G., Tarinay, A. R., & Verde, S. P. (2008). Facilitators of the learning process. Grandwater Publications.
• Vega, V. A., & Prieto, N. G. (2012). Facilitating learning (Revised Edition). Books Atbp. Publishing Corp.