This document summarizes various theories related to thinking skills and learning styles: - Roger Sperry's research on left brain and right brain functions showed that each side controls different types of thinking. The right brain handles creative tasks while the left brain handles logical tasks. - Howard Gardner identified nine multiple intelligences including linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, naturalist, and existential. Teachers should implement various teaching strategies and activities to engage students with different intelligences. - Dunn and Dunn's learning style model considers environmental, emotional, sociological, physical, and psychological elements that influence how students learn. Students have unique

1. Step 5
Thinking Skills
-Roger Sperry’s HOKA & HOKI
-Howard Gardner’s Multiple Intelligence
-Dunn & Dunn’s Learning Styles
-Daniel Coleman’s Emotional Intelligence

2. Right Brain - Left Brain
Theory
• Roger W. Sperry,
– awarded the Nobel
Prize in 1981
• Each side of the brain
controls different
types of thinking

4. • The Right Brain
• expressive and
creative tasks
– Recognizing faces
– Expressing
emotions
– Music
– Reading emotions
– Color
– Images
– Intuition
– Creativity
• The Left Brain
• tasks that involve
logic, language and
analytical thinking;
– Language
– Logic
– Critical thinking
– Numbers
– Reasoning
New Research: Both sides of
the brain are essentially equal in
their activity on an average.

5. Howard Gardner (1943- )
Multiple Intelligence

6. Multiple Intelligence
Howard Gardner identified eight different kinds of
intelligence and later added the 9th.
(IQ test uses only 3)
9th
intelligence:
Spiritually smart

7. IMPLEMENTING GARDNER'S
THEORY IN THE CLASSROOM
Teaching Strategy
•Encourage team teaching so that teachers’
multiple intelligence can be harnessed
•Joint activities covering several subjects
/skills;
•On-going monitoring & assessments

8. Projects & Activities
• Project-based learning
• helps pupils with different strengths in intelligence
to contribute towards the common goal of a project
• Activity-based learning
• will provide opportunities to manage pupils’ own
learning (self-development)
• Group Activities
• Help develop interpersonal intelligence

9. Assessment
• Design evaluation tools that will take into
account different intelligences
• Organize various targeted activities based
on these results
Pupils’ self-esteem grows as they are
encouraged to perform in tasks where
their intelligence excels

10. Integrated Approach
• Combining many different skills in one
lesson or integrating different subjects in
one lesson
• Use different pedagogies to address
different pupils.
– Provide activities at various levels
– Plan lessons to accommodate pupils with
varying abilities; mixed levels of activities.

11. Dunn & Dunn Learning
Style Model
• How children prefer to deal with new and
difficult information and ideas
• Model gives a range of variables proven to
influence the achievements of individual
learners from kindergarten age to
adulthood
• Each learner has his or her own
unique combination of preferences
Rita Dunn
Kenneth Dunn

12. 5 Strands of Elements
'Learning style is the way in which each individual learner begins to
concentrate on, process, absorb and retain new and difficult material.’
– Dr Rita Dunn

13. Varying Styles of learning
• Global vs analytical
– Young kids are global
• Styles change with age
– Styles change as children grow in age
• Boys vs girls
– Styles are different (girls are more serious)
• High vs low achievers
– Teaching styles for these groups must be
different

14. Daniel Coleman (1946 - )
Emotional Intelligence
"All learning has an emotional
base.“ - Plato
The ability to express and control
our own emotions is important,
but so is our ability to understand,
interpret, and respond to the
emotions of others.

15. What is Emotional Intelligence?
• Emotional intelligence (EI) refers to the
ability to perceive, control and evaluate
emotions
– one's own and others' feelings and emotions
• Some researchers suggest that emotional
intelligence can be learned and
strengthened, while others claim it is an
inborn characteristic.

16. Emotional Quotient (EQ)
• EQ is the measurement of emotional
intelligence
• EI & EQ
– based on realization that feelings and
emotions are separate from actions;
– An individual has the ability to manage his /
her emotions.
• The higher the ability to manage one’s
emotions, the higher is his / her EQ.

17. Managing EI
Perceiving Emotions:
•accurately perceive emotions.
•involve understanding nonverbal signals such as
body language and facial expressions.
Reasoning With Emotions:
•using emotions to promote thinking and cognitive activity.
•emotions help prioritize what we pay attention and react to;
Understanding Emotions:
•wide variety of meanings.
•teacher must interpret the cause of their
anger and what it might mean.
Managing Emotions: key part of EI
•regulating emotions, responding appropriately;
•responding to the emotions of others appropriately

18. Growing & Learning in Preschool
Video Clip: - https://www.youtube.com/watch?v=or10f-YcM8Q
From the following video clip:
•1. what are the lessons that you can learn to
become an effective teacher?
•2. What activities encourage MI development?
•3. What are the different learning styles
observed?
•4. How does the teacher handle / encourage
emotional intelligence