This document discusses learning styles, thinking styles, and multiple intelligences. It describes the main learning styles as visual, auditory, and tactile/kinesthetic. It also discusses global vs analytic thinking styles. Additionally, it outlines Howard Gardner's theory of multiple intelligences which includes musical, bodily/kinesthetic, interpersonal, intrapersonal and other types of intelligence. Finally, it provides some teaching strategies that can engage different learning styles and intelligences.

1. Learning/ Thinking Styles and
Multiple Intelligences
Presented By:
Custodio, Marlon Dominique B.
Badayos,Xandra
Emberga, matt jonnel

2. Learning/Thinking Styles
A. Sensory Preferences
• Visual Learners
• + Visual- Iconic
• +Visual- Symbolic
• Auditory Learners
+Listeners
+Talkers
• Tactile- Kinaesthetic
Learners
B. Global- Analytic Continuum
• Analytic
• Global

3. Multiple Intelligences
•Visual/Spatial (Picture Smart)
•Verbal/Linguistic (Word Smart)
•Logical/Mathematical (Number/ Logic
Smart)
•Body/Kinesthetic (Body Smart)
•Musical(Music smart)
•Intrapersonal(Self Smart)
•Interpersonal(People Smart)
•Naturalist(Nature Smart)
•Existential (Spirit Smart)

4. What is Learning Style?
Refers to the preferred way of an individual in
processing information. They describe a
person’s typical mode of thinking ,
remembering or problem solving. Styles
influence how students learn, how teachers
teach, and how the two interact. Styles usually
described a person’s personality which
influences his attitudes, value or interactions

5. A. Sensory Preferences
• Individuals tend to gravitate toward one or two types
of sensory input and maintain a dominance in one of
the following:
Visual Learners
these learners need to see the teacher's body language
and facial expression to fully understand the content
of a lesson. they tend to prefer sitting at the front of
the classroom to avoid visual obstructions (e.g.
people's heads). they may think in pictures and learn
best from visual displays including: diagrams,
illustrated text books, overhead transparencies,
videos, flipcharts and hand-outs.

6. a. Visual Iconic- prefer visual
imagery like film, graphic display or
pictures
b. Visual Symbolic- prefer abstract
symbolisms like written words or
mathematical formula

7. Characteristics of a Visual Learner:
• Learn through seeing
• Think in pictures and need to create vivid mental
images to retain information
• Enjoy looking at maps, charts, pictures, videos, and
movies
• Have visual skills which are demonstrated in puzzle
building, reading, writing, understanding charts
and graphs, a good sense of direction, sketching,
painting, creating visual metaphors and analogies
(perhaps through the visual arts), manipulating
images, constructing, fixing, designing practical
objects, and interpreting visual images

8. Auditory Learners
• they 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 it is heard. These learners often
benefit from reading text aloud and using a tape
recorder.

9. a. Listeners
Remember things said to them
and make the information their
own. They may even carry on
mental conversation and figure
out how to extend what they
learned by reviewing in their
heads what they heard the other
said.

10. • b. Talkers
They prefer to talk and discuss. They
often find themselves talking to those
around them.

11. Characteristics of an Auditory Learner:
• Prefer listening and taking notes
• Listen for patterns
• Consult peers to ascertain that they have
the correct details
• Can recall what they have heard
• Can follow oral directions
• Repeat words aloud for memorization
• Use oral language effectively

12. Tactile/kinesthetic learners
tactile/kinesthetic persons 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.

13. Characteristics of Tactile/Kinesthetic Learners:
• Learn through moving, doing and touching
• Express themselves through movement
• Have good sense of balance and eye-hand coordination
• Remember and process information through
interacting with the space around them
• Find it hard to sit still for long periods and may become
distracted by their need for activity and exploration
• Have skills demonstrated in physical coordination,
athletic ability, hands on experimentation, using body
language, crafts, acting, miming, using their hands to
create or build, dancing, and expressing emotions
through the body

14. Multiple Intelligences

15. • The theory of multiple intelligences (MI)
was first described by Howard Gardner
in Frames of Mind(1983) . According to
him, intelligence is the 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. He
believes that differnt inteligences may
be independent abilities; a person can
be low in one domain area but high in
another.

16. • There are 7 types if intelligences:
Visual/Spatial intelligence
• ability to perceive the visual. these learners tend to think
in pictures and need to create vivid mental images to retain
information. they enjoy looking at maps, charts, pictures,
videos, and movies.
their skills include:
• puzzle building, reading, writing, understanding charts
and graphs, a good sense of direction, sketching, painting,
creating visual metaphors and analogies (perhaps through
the visual arts), manipulating images, constructing, fixing,
designing practical objects, interpreting visual images.
possible career interests:
• navigators, sculptors, visual artists, inventors, architects,
interior designers, mechanics, engineers

17. Verbal/Linguistic intelligence
• ability to use words and language. these learners have
highly developed auditory skills and are generally elegant
speakers. they think in words rather than pictures.
their skills include:
• listening, speaking, writing, story telling, explaining,
teaching, using humor, understanding the syntax and
meaning of words, remembering information, convincing
someone of their point of view, analyzing language usage.
possible career interests:
• poet, journalist, writer, teacher, lawyer, politician,
translator

18. Logical/Mathematical intelligence
• ability to use reason, logic and numbers. these learners think
conceptually in logical and numerical patterns making
connections between pieces of information. always curious about
the world around them, these learner ask lots of questions and
like to do experiments.
their skills include:
• problem solving, classifying and categorizing information,
working with abstract concepts to figure out the relationship of
each to the other, handling long chains of reason to make local
progressions, doing controlled experiments, questioning and
wondering about natural events, performing complex
mathematical calculations, working with geometric shapes
possible career paths:
• scientists, engineers, computer programmers, researchers,
accountants, mathematicians

19. Bodily/Kinesthetic intelligence
• ability to control body movements and handle objects
skillfully. these learners express themselves through
movement. they have a good sense of balance and eye-
hand co-ordination. (e.g. ball play, balancing beams).
through interacting with the space around them, they
are able to remember and process information.
their skills include:
• dancing, physical co-ordination, sports, hands on
experimentation, using body language, crafts, acting,
miming, using their hands to create or build,
expressing emotions through the body
possible career paths:
• athletes, physical education teachers, dancers, actors,
firefighters, artisans

20. Musical/Rhythmic intelligence
• ability to produce and appreciate music. these
musically inclined learners think in sounds, rhythms
and patterns. they immediately respond to music
either appreciating or criticizing what they hear. many
of these learners are extremely sensitive to
environmental sounds (e.g. crickets, bells, dripping
taps).
their skills include:
• singing, whistling, playing musical instruments,
recognizing tonal patterns, composing music,
remembering melodies, understanding the structure
and rhythm of music
possible career paths:
• musician, disc jockey, singer, composer

21. Interpersonal intelligence
• ability to relate and understand others. these
learners try to see things from other people's point of
view in order to understand how they think and feel.
they often have an uncanny ability to sense feelings,
intentions and motivations. they are great organizers,
although they sometimes resort to manipulation.
include:
• seeing things from other perspectives (dual-
perspective), listening, using empathy, understanding
other people's moods and feelings, counseling, co-
operating with groups, noticing people's moods,
motivations and intentions, communicating both
verbally and non-verbally, building trust, peaceful
conflict resolution, establishing positive relations with
other people.

22. possible career paths:
• counselor, salesperson, politician, business person
Intrapersonal intelligence
• ability to self-reflect and be aware of one's inner state
of being. these learners try to understand their inner
feelings, dreams, relationships with others, and
strengths and weaknesses.
their skills include:
• recognizing their own strengths and weaknesses,
reflecting and analyzing themselves, awareness of
their inner feelings, desires and dreams, evaluating
their thinking patterns, reasoning with
themselves, understanding their role in relationship to
others
possible career paths:
• researchers, theorists, philosoph€ers

23. possible career paths:
• researchers, theorists, philosophers
Teaching Strategies guided by Thinking /Learning

24. Teaching Strategies guided by
Thinking /Learning Styles
and Multiple Intelligence

25. a. Use questions of all types to stimulate various levels of
thinking from recalling factual information to drawing
implications and making value judgements
b. Provide a general overview of material to be learned
i.e structures overviews , advance organizers etc.
c. Allow sufficient time for the information to be processed and
then integrate using both the right – and left-brain
hemispheres.
d. Set clear purpose before an listening , viewing or reading
experience .
e. Warm up before the lesson development by using brain
storming, set indiction, etc.

26. f. Use multisensory means for both processing and retrieving
information. (Write directions on the board and give them
orally.)
g. Use a variety of view and reflection strategies to bring closure
to learning (writing summaries, creating opinion surveys,
etc.)
h. Use descriptive feedback rather than simply praising