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1. UNIVERSIDAD MAGISTER
FACULTAD DE EDUCACIÓN
CARRERA DE ENSEÑANZA DEL INGLÉS
TESIS PARA OPTAR AL GRADO DE
LICENCIATURA EN LA ENSEÑANZA DEL INGLÉS
PROPOSAL TO IMPLEMENT LEARNING STYLES WHEN USING THE
COMPETENCY BASED APPROACH IN CONVERSATIONAL ENGLISH FOR
ADULT EDUCATION PROGRAMS
LICDA. REBECA VEGA PEREIRA
2013

2. TALK FOR TEACHERS
Objectives:
 To give information about competency based approach.
 To give teachers information about multiple intelligences.
 To provide teachers with basic concepts about learning styles.
 To inform teachers about the advantages of implementing
learning styles when using the competency based approach.
 To mention teaching activities according to the different
learning styles.

3. CONTENTS
 Competency based approach
 Multiple intelligence
 Learning styles:
Visual learners
Auditory learners
Kinesthetic / tactile learners
 Advantages of taking into account learning styles.
 Activities for visual learners
 Activities for auditory learners
 Activities for kinesthetic learners
 Activities for tactile learners
 Recommendations
 Conclusions
 Bibliography

4. COMPETENCY BASED APPROACH
“it is designed not around the notion of subject knowledge but around the notion of
competency. The focus moves from what students know about language to what they can do
with it. The focus on competencies or learning outcomes underpins the curriculum framework
and syllabus specification, teaching strategies, assessment and reporting. Instead of norm-
referencing assessment, criterion-based assessment procedures are used in which learners
are assessed according to how well they can perform on specific learning tasks”. (Ming 2007)

5. LANGUAGE
“Language is a vehicle for the expression of functional meaning (functional view)
Language is a vehicle for the realization of interpersonal relation and for the
performance of social transactions between individuals. Language is a tool for the
creation and maintenance of social relations. (interactional view)
CBLT is built around the notion of communicative competence and seeks to develop
functional communication skills in learners.
CBLT shares with behaviorist views of learning, the notion that language form can
be inferred from language function; that is, certain life encounters call for certain
kinds of language”(Ming, 2010).

6. Multiple intelligence
“I want my children to understand the world, but not just because the world is
fascinating and the human mind is curious. I want them to understand it so that they
will be positioned to make it a better place. Knowledge is not the same as morality,
but we need to understand if we are to avoid past mistakes and move in productive
directions. An important part of that understanding is knowing who we are and what
we can do… Ultimately, we must synthesize our understandings for ourselves. The
performance of understanding that try matters are the ones we carry out as human
beings in an imperfect world which we can affect for good or for ill”. (Howard
Gardner)

7. INTELLIGENCE:
 (2008) states that “Howard Gardner viewed intelligence as the capacity
to solve problems or to fashion products that are valued in one or more
cultural setting”.
 Gardner classifies the intelligence into seven:

8. LINGUISTIC INTELLIGENCE
 “involves sensitivity to spoken and written language, the ability to learn
languages, and the capacity to use language to accomplish certain goals. This
intelligence includes the ability to effectively use language to express oneself
rhetorically or poetically; and language as a means to remember information.
Writers, poets, lawyers and speakers are among those that Howard Gardner
sees as having high linguistic intelligence” (Smith, 2008).
 Students motivate when listen, speak, tell stories, explain, remember information
easily and analyze language.

9. LOGICAL-MATHEMATICAL INTELLIGENCE
 “Consists of the capacity to analyze problems logically, carry out mathematical
operations, and investigate issues scientifically. In words of Howard Gardner, it
entails the ability to detect patterns, reason deductively and think logically. This
intelligence is most often associated with scientific and mathematical thinking”
(Smith, 2008).
 Students prefer the use of reason to understand information, they enjoy the
experiments and it is common to listen to them asking about everything. They
work with solve problems easily and make relationships among items.

10. MUSICAL INTELLIGENCE
 “Involves skill in the performance, composition, and appreciation of musical
patterns. It encompasses the capacity to recognize and compose musical
pitches, tones, and rhythms. According to Howard Gardner musical intelligence
runs in an almost structural parallel to linguistic intelligence” (Smith, 2008).
 Students love music and sounds. They sing, play instruments and remember
easy the sounds and structures of music.

11. BODILY-KINESTHETIC INTELLIGENCE
 Entails the potential of using one’s whole body or parts of the body to
solve problems. It is the ability to use mental abilities to coordinate
bodily movements. Howard Gardner sees mental and physical activity
as related. (Smith, 2008)

12. VISUAL/SPATIAL INTELLIGENCE
 “Involves the potential to recognize and use the patterns of wide space
and more confined areas”. (Smith 2008)

13. INTERPERSONAL INTELLIGENCE
 It is concerned with the capacity to understand the intentions,
motivations and desires of other people. It allows people to work
effectively with others. Educators, salespeople, religious and political
leaders and counselors all need a well-developed interpersonal
intelligence. (Smith, 2008)

14. INTRAPERSONAL INTELLIGENCE
 “Entails the capacity to understand oneself, to appreciate one’s
feelings, fears and motivations. In Howard Gardner point of view,
it involves having an effective working model of ourselves, and to
be able to use such information to regulate our lives”. (Smith
2008)

15.  The author suggests that if the theory of Howard consists in that people
have seven intelligences, there might be also seven ways to teach.
Moreover, Smith mentions that the linguistic and the logical - mathematical
intelligences are the ones more used at schools in assessments. The
musical, kinesthetic and spatial are related to the arts; and the interpersonal
and intrapersonal intelligences are related to the person.
 The classification of the intelligence means that teachers can be open
minded when trying to introduce new teaching methods in order to make
students be more likely to learn and participate.

16. LEARNING STYLES

18. LEARNING STYLE:
 Defined by Meador as,
“one of the three primary ways in which a person can learn. Those
include visual (sight), auditory (sound), and kinesthetic
(actions/touch). An individual's preferred or best process by which
they will learn is typically through one or a combination of these
styles”.

19. Although there are many kinds of
intelligence, Becky defines three kinds of
learners:
 Visual learners
 Auditory learners
 Kinesthetic/tactile learners

20. VISUAL LEARNERS
“Visual learners need to see the body language and facial expression of the teacher
to fully understand the content of a lesson. They tend to prefer sitting at the front of
the classroom to avoid visual obstructions. They may think in pictures and learn
best from visual displays including: diagrams, illustrated text books, 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.” (Becky, 2013)

21. AUDITORY LEARNERS
“Auditory learners learn best through verbal lectures, discussions, talking things
through and listening to what others have to say. Auditory learners interpret the
underlying meanings of speech through listening to tone of voice, pitch, speed, and
other nuances. Written information may have little meaning until the learner hears it.
These learners often benefit from reading text aloud and using a tape recorder.”
(Becky, 2013)

22. KINESTHETIC/ TACTILE LEARNERS
Kinesthetic/tactile learners learn best through a hands-on approach, actively
exploring the physical world around them. They may find it hard to sit still for long
periods and may become distracted by their need for activity and exploration.
(Becky, 2013)

23. ADVANTAGES OF TEACHING ACCORDING TO THE
LEARNING STYLES:
 Leads to motivation because he lesson will be centered on the interests
of the students.
 It makes a more comfortable learning environment.
 It makes easier for students to learn in the way they like to learn.
 Students can be more interested in participating.
 Learning can be more significant for students.

24. ACTIVITIES FOR VISUAL STUDENTS
 Putting pictures in order
 Tic tac toe
 Charades
 Talking about a picture related to the topic
 Concentration memory
 Labeling pictures
 Cross word puzzle with hints
 Number events or details
 Underlying words you don’t know
 Choosing the correct setting or context
 Filling a graphic organizer
 Give vocabulary or sentences according to given letters
 Make graffiti
 Do appeal to recite your writing
 Write a minibook for the school library
 Story cards
 Comic book

25. ACTIVITIES FOR AUDITORY LEARNERS
Songs: Students find the incorrect words and then correct
them.
Songs: Students dance in a circle having the word of a song.
Songs: Dance in a line having the word of a song.
Songs: Make a draw
Role plays
Write a poem and pronounce aloud
Write a card and read for classmates
Make an invitation and pronounce.
Write an epitaph and read aloud.

26. ACTIVITIES FOR KINESTHETIC LEARNERS
 Simon says
 Musical chairs
 “Fruit Salad”
 River talking
 Silly debates
 What are you doing?
 Concentric circles
 Solve pair share
 Snow ball fights
 Cooperative projects
 Numbered heads
 The airplanes
 Writer’s marathon
 Chain story
 Story boarding
 Electric shock

27. ACTIVITIES FOR TACTILE LEARNERS
 Songs: Take the most quantity of words.
 Songs: Form the song by pieces.
 Throw the dice
 The airplanes
 Talking sticks
 Hot potato
 Read the paragraph and answer the questions passing the paragraph
 Fishing
 Popcorn
 Round robin
 Write a new!!!
 River writing
 Surprise bags

28. RECOMENDATIONS
 Plan your teaching lessons on time.
 Be open mind to the interests of your students.
 Be creative

29. CONCLUSIONS
 The learning styles must be taken into account from the first
to the last day of classes.
 Students may feel more comfortable in the class if it is of
their interest.
 Teachers must be innovative and try to include everyday a
different activity taking all learning styles into account.

30.  VISIT WEB SITE:
www.rebevega.wix.com/learningstylestes.co
m

31. BIBLIOGRAPHY
Becky,L. (2013). What are learning styles? Retrieved October 01st 2013 from
http://www.handyhandouts.com/viewHandout.aspx?hh_number=369&nfp_title=What+are+Learning+Styles
%3F
Smith, Mark K. (2008) ‘Howard Gardner and multiple intelligences’, the encyclopedia of informal education.
Retrieved November 20th, 2013 from http://www.infed.org/mobi/howard-gardner-multiple-intelligences-and-
education.
Meador, Derrick. Learning Styles. Retrieved November 25th, 2013 from
http://teaching.about.com/od/gloss/g/Learning-Styles.htm