LEARNING - THINKING STYLES AND MULTIPLE INTELLIGENCES

LEARNING/THINKING STYLES
•INDIVIDUAL’S PREFERRED WAY TO PROCESS INFORMATION
•PERSON’S TYPICAL MODE OF THINKING, REMEMBERING, OR
PROBLEM-SOLVING
Reference: Lucas, Maria Rita D., & Corpuz, Brenda B. (2014). Facilitating Learning: A
Metacognitive Process (4th ed.). Quezon City, Metro Manila: Lori Mar Publishing, Inc..

PERSPECTIVES OF LEARNING/THINKING
STYLES
1. SENSORY PREFERENCES
2.GLOBAL-ANALYTIC CONTINUUM

SENSORY PREFERENCES
1. VISUAL LEARNERS
SEES THEIR TEACHER’S ACTIONS AND FACIAL EXPRESSIONS TO
FULLY UNDERSTAND THE THE CONTENT OF A LESSON
THINK IN PICTURES, AND LEARN BEST FROM VISUAL AIDS USED IN
TEACHING
PREFERS TO TAKE DETAILED NOTES TO ABSORB THE INFORMATION

SENSORY PREFERENCES
1. VISUAL LEARNERS
a. VISUAL-ICONIC – THOSE INTERESTED IN VISUAL IMAGERY (FILMS, GRAPHIC DISPLAY,
PICTURES)
- PREFERS TO READ. MAP THAN A BOOK
B. VISUAL-SYMBOLIC – PREFERS ABSTRACT SYMBOLISM SUCH AS MATHEMATICAL FORMULAE
OR A WRITTEN WORD
- PREFERS READING A BOOK THAN A MAP, ARE ABSTRACT THINKERS

SENSORY PREFERENCES
2. AUDITORY LEARNERS
LEARNS BEST THROUGH VERBAL LECTURES, DICUSSIONS, TALKING
THINGS, AND LISTENING TO WHAT OTHERS HAVE TO SAY
INTERPRETS THE UNDERLYING MEANING OF SPEECH THROUGH
LISTENING TO TONE OF VOICE, PITCH, SPEED, AND OTHER NUANCES
BENEFITS FROM READING TEXTS ALOUD

SENSORY PREFERENCES
2. AUDITORY LEARNERS
a. LISTENERS
b.TALKERS – PREFERS TO TALK AND DISCUSS
- THEY TEND TO WHISPER COMMENTS TO
THEMSELVES WHEN TEACHERS DON’T ASK QUESTIONS

SENSORY PREFERENCES
3. TACTILE/KINESTHETIC LEARNERS
BENEFITS MUCH FROM “HANDS-ON” APPROACH
FINDS IT HARD TO SIT STILL FOR LONG PERIODS
PREFERS ACTIVE SENSORIMOTOR LEARNING (LEARNING NY DOING)
PREFERS USE OF PSYCHOMOTOR SKILLS (EXAMPLE: ABSTRACT THINKING)

GLOBAL-ANALYTIC CONTINUUM
1.ANALYTIC
LINEAR, STEP BY STEP PROCESS OF LEARNING
PREFERS FINITE ELEMENT OF PATTERNS RATHER THAN THE
WHOLE
PREFERS DETAILS AND HEIRARCHIES OF INFORMATION

GLOBAL-ANALYTIC CONTINUUM
2. GLOBAL
PREFERS NON-LINEAR THINKING
PREFERS SEEING THE WHOLE PATTERN RATHER THAN THE
DETAILS

ROGER SPERRY MODEL
1. LEFT-BRAINED DOMINANT – LINEAR-ANALYTIC, VERBAL,
MATHEMATICAL THINKER
2.RIGHT-BRAINED DOMINANT – GLOBAL, NON-LINEAR AND
HOLISTIC

ROGER SPERRY MODEL
LEFT BRAIN (analytic) RIGHT BRAIN (global)
Successive Hemispheric Style Simultaneous Hemispheric Style
1. Verbal
2. Responds to word
meaning
3. Sequential
4. Process information
linearly
1. Visual
2. Responds to tone of
voice
3. Random
4. Processes information in
varied order

ROGER SPERRY MODEL
5. Responds to logic
6.Plans ahead
7. Recalls people’s name
8. Speaks with few gestures
9. Punctual
5. Responds to emotion
6. Impulsive
7. Recalls people’s faces
8. Gestures when speaking
9. Less punctual

ROGER SPERRY MODEL
10. Prefers for al study design
11. Prefers bright lights whole
studying
10. Prefers sound/music
background while
studying
11. Prefers frequent mobility
while studying

MULTIPLE INTELLIGENCES
ACCORDING TO HOWARD GARDNER:
ABILITY OR SET OF ABILITIES THAT ALLOWS A PERSON TO SOLVE A
PROBLEM OR FASHION A PRODUCT THAT IS VALUED IN ONE OR MORE
CULTURES
DIFFERENT INTELLIGENCES MAYBE INDEPENDENT ABILITIES: LOW IN
ONE DOMAIN, HIGH IN ANOTHER

9 KINDS OF INTELLIGENCE
1. VISUAL/SPATIAL INTELLIGENCE (PICTURE SMART)
LEARNING VISUALLY, ORGANIZING IDEAS SPATIALLY
ABILITY TO “SEE” THINGS IN ONE’S MIND IN PLANNING TO
CREATE A PRODUCT OR SOLVE A PROBLEM

2. VERBAL/LINGUISTIC (WORD SMART)
LEARNS THROUGH SPOKEN AND WRITTEN WORDS
3. MATHEMATICAL/LOGICAL (NUMBER SMART/LOGIC SMART)
LEARNS THROUGH REASONING AND PROBLEM-SOLVING

4. BODILY/KINESTHETIC (BODY SMART)
LEARNS THROUGH INTERACTION WITH ONE’S ENVIRONMENT
DOMAIN OF OVERLY ACTIVE LEARNERS
PROMOTES UNDERSTANDING THROUGH CONCRETE EXPERIENCE

5. MUSICAL (MUSIC SMART)
LEARNS THROUGH PATTERNS, RHYTHMS, AND MUSIC
INCLUDES AUDITORY LEARNING NAD IDENTIFICATION OF
PATTERNS THROUGH ALL THE SENSES

6. INTRAPERSONAL (SELF-SMART)
LEARNS THROUGH FEELINGS, VALUES AND ATTITUDES
7. INTERPERSONAL (PEOPLE SMART)
LEARNS THROUGH INTERACTION WITH OTHERS
PROMOTES COLLABORATION AND WORKING COOPERATIVELY WITH OTHERS

8. NATURALIST (NATURE SMART)
LEARNS THROUGH CLASSIFICATION, CATEGORIES, AND HIERARCHIES
9. EXISTENTIAL (SPIRIT SMART)
LEARNS BY SEEING THE “BIG PICTURE,” “WHY ARE WE HERE?,” “WHAT IS MY ROLE
IN THIS WORLD?,”ETC.
SEEKS CONNECTION TO REAL WORLD UNDERSTANDING AND APPLICATION OF NEW
LEARNING

TEACHINGS
1. USE QUESTIONS OF ALL TYPES TO STIMULATE THE VARIOUS
LEVEL OF THINKING FROM RECALLING FACTUAL INFORMATION
TO DRAWING IMPLICATIONS AND MAKING VALUE JUDGEMENTS

TEACHINGS
2. PROVIDE A GENERAL OVERVIEW OF MATERIAL TO BE LEARNED
(STRUCTURED OVERVIEWS, ADVANCE ORGANIZERS, ETC.) SO
THAT LEARNERS PAST EXPERIENCES WILL BE ASSOCIATED WITH
THE NEW IDEAS

TEACHINGS
3. ALLOW SUFFICIENT TIME FOR INFORMATION TO BE PROCESSED
AND THE. INTEGRATE USING BOTH THE RIGHT-BRAIN AND LEFT-
BRAIN HEMISPHERES
4. SET CLEAR PURPOSES BEFORE ANY LISTENING, BIEWING, OR
READING EXPERIENCE

TEACHINGS
5. WARM UP BEFORE THE LESSON DEVELOPMENT BY USING
BRAINSTORMING, SET INDUCTION, ETC.
6. USE MULTISENSORY MEANS FOR BOTH PROCESSING AND
RETRIEVING INFORMATIONS

TEACHINGS
7. USE A VARIETY OF REVIEW AND REFLECTION STRATEGIES TO
BRING CLOSURE TO LEARNING
WRITING SUMMARIES
CREATING OPINION SURVEYS

TEACHINGS
8. USE DESCRIPTIVE FEEDBACK RATHER THAN SIMPLY PRAISING
“THE EXAMPLE YOU’VE PROVIDED IS AN EXCELLENT ONE TO POINT
TO THE CONCEPT OF…”

REFERENCES
LUCAS, MARIA RITA D., & CORPUZ, BRENDA B. (2014). FACILITATING LEARNING: A METACOGNITIVE PROCESS
(4TH ED.). QUEZON CITY, METRO MANILA: LORI MAR PUBLISHING, INC..

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