2. Hilliard describes
• “learning styles” as the sum of the patterns how individuals develop habitual
ways of responding to experience.
• Learning/Thinking Styles -refer to the preferred way an individual process
information. They describe a person’s typical made of thinking, remembering
or problem solving.
3. There are several perspective about learning-
thinking styles. We shall focus on:
1. Sensory preferences - Individuals tend to gravitate toward one or two type of sensory input and
maintain a dominance in one of the following types of learners.
a. Visual Learners -These learners must see their teacher’s actions and facial expressions to fully
understand the content of a lesson.
Ri Charde further breaks down visual learners into:
Visual-iconic - 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.
Visual-symbolic - Those who prefer this form of input feel comfortable with abstract
symbolism such as mathematical formulae or the written word.
4. 2. Auditory Learners – They learn best through verbal lectures, discussions, talking things through
and listening to what others have say:
Auditory Learners fall into two categories:
The Listeners - This is the more common type. They remember things said to them and
make the information their own
The Talkers - They are the ones who prefer to talk and discuss. They often find themselves
talking to those around them.
5. 3. Tactile/ Kinesthetic Learners – Persons benefit much from a hands-on approach, actively
exploring the physical world around them.
4. Global – Analytic Continuum
Analytic – thinkers tend towards the linear, step-by-step process of learning.
Global – thinkers lean towards non-linear thought.
The Listeners - This is the more common type. They remember things said to them and make
the information their own
The Talkers - They are the ones who prefer to talk and discuss. They often find themselves
talking to those around them.
6. 5. 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 on who is viewed as global, non- linear and holistic in
thought preferences
6. Successive Processor (left brain) prefers to learn in a step-by-step sequential
format, specific to general. Simultaneous Processor (right brain) prefers to learn
beginning with the general concept and then going on to specifics.
7. Howard Gardner identified nine kinds of
intelligences that individuals may have
Nine types of multiple Intelligence
1. Visual/Spatial Intelligence (Picture smart)
2. Verbal /Linguistic (Word smart)
3. Mathematical/Logical (Number Smart /Logic Smart)
4. Bodily/Kinesthetic (Body Smart)
5. Musical (Music Smart)
6. Intrapersonal (Self Smart)
7. Interpersonal (People Smart)
8. Naturalistic (Nature Smart)
9. Existential (Spirit Smart)
8. • Suggested strategies to be use by teachers:
1.Use questions of all types of thinking from recalling factual information.
• 2. Provide a general overview of material to be learned structured overviews,
advance organizers, etc. so that students past experiences will be associated with
the news 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.
6. Use mutinously means for both processing and retrieving information. 7. Use
variety of review and reflection strategies to bring closure to learning. 8.Use
descriptive feedback rather than simply praising.
9. • Suggested strategies to be use by teachers:
1.Use questions of all types of thinking from recalling factual information.
• 2. Provide a general overview of material to be learned structured overviews, advance
organizers, etc. so that students past experiences will be associated with the news 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. 6. Use
mutinously means for both processing and retrieving information. 7. Use variety of review
and reflection strategies to bring closure to learning. 8.Use descriptive feedback rather than
simply praising.
