Learning and thinking styles describe an individual's preferred way of processing information, such as visual, auditory, or kinesthetic learning. Multiple intelligences, a theory by Howard Gardner, propose that people possess several distinct types of intellectual abilities, including verbal-linguistic, logical-mathematical, and bodily-kinesthetic intelligence. While related, learning styles focus on preferences, whereas multiple intelligences emphasize abilities and strengths that can be developed

1. Learning/Thinking
Styles and Multiple
Intelligence

2. Learning Objectives
At the end of this module, you will be able to:
• Describe the different learning/thinking
styles and multiple intelligences.
• Pinpoint your own learning/thinking style/s
and multiple intelligences.
• Plan learning activities that match
learner’s learning/thinking styles and
multiple intelligence.

3. Learning/Thinking Styles
 refer to the preferred way an individual
processes information. They describe a
person’s typical mode of thinking,
remembering or problem solving.
 Your style is usually described as a
personality dimension which influences
your attitudes, values and social
interaction.

4. Categories of Learning/Thinking Styles
Sensory Preferences
1. Visual Learners
2. Auditory Learners
3. Tactile/ Kinesthetic Learners
Global -Analytic Continuum
1. ANALYTIC (LEFT BRAIN)
2. GLOBAL (RIGHT BRAIN)

5. VISUAL LEARNERS
• These learners must see their
teacher’s actions and facial
expressions to fully understand the
content of a lesson.
• They may think in pictures and
learn best from visual aids
including: diagrams, illustrated text
books, overhead transparencies,
videos, flipcharts and hand-outs.
• During a lecture or classroom
discussion, they often prefer to
take detailed notes to absorb the
information.
• * Ri Charde further breaks down
visual learners into visual-iconic
and visual-symbolic.

6. VISUAL-ICONIC
• Learners are more interested in
visual imagery such as film,
graphic displays, or pictures in
order to solidify learning.
• They usually have good “picture
memory,” a.k.a. iconic imagery and
attend to pictorial detail.
VISUAL-SYMBOLIC
• Learners feel comfortable with
abstract symbolism such as
mathematical formulae or the
written word.
• They tend to be good abstract
thinkers who do not require
practical means for learning.

7. AUDITORY LEARNERS
• They 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.
• They can attend aurally to details,
translate the spoken word easily into the
written word, and are not easily
distracted in their listening ability.
• Auditory learners fall into two
categories: The listeners and The talkers

8. The “Listeners”
• They remember things said to
them and make the information
their own.
• They may even carry on mental
conversations and figure out how
to extend what they learned by
reviewing in their head what they
heard others say.
The “Talkers”
• Learners prefer to talk and
discuss.
• In a class setting when the
instructor is not asking questions,
they tend to whisper comments to
themselves.

9. TACTILE/KINESTHETIC LEARNERS
• Learners benefit much from a hands-on
approach, actively exploring the physical world
around them.
• They move toward active, sensorimotor learning.
• They tend to prefer “learning by doing”
preferring the use of psychomotor skills.
• They tend to have good motor memory and motor
coordination.

10. GLOBAL-ANALYTIC CONTINUUM
ANALYTIC (LEFT BRAIN)
• Analytic thinkers tend toward the
linear, step-by-step processes of
learning. They tend to see finite
elements of patterns rather than
the whole; they are the “tree
seers.” They are more comfortable
in a world of details and
hierarchies of information.
GLOBAL(RIGHT BRAIN)
• Global thinkers lean towards non-
linear thought and tend to see the
whole pattern rather than particle
elements. They are the “forest
seers” who give attention only to
the overall structure and
sometimes ignore details

11. According to Roger Sperry s model:
• The left-brained dominant individual is portrayed as the linear
(analytic), verbal, mathematical thinker.
• The right-brained person is one who is viewed as global, non-
linear and holistic in thought preferences.
• A successive processor (left brain) prefers to learn in a step-by-
step sequential format, beginning with details leading to a
conceptual understanding of a skill. A simultaneous processor
(right brain) prefers To learn beginning with general concept and
then going on to specifics.

12. LEFT BRAIN (ANALYTIC) RIGHT BRAIN (GLOBAL)
Successive Hemispheric Style Simultaneous Hemispheric Style
1.Verbal 1.Visual
2.Responds to word meaning 2.Responds to tone of voice
3.Sequential 3.Random
4. Processes information linearly 4.Processes information in varied
order
5.Responds to logic 5.Responds to emotion
6.Plans ahead 6.Impulsive
7.Recalls people’s names 7.Recalls people’s faces
8.Speaks with few gestures 8.Gestures when speaking
9.Punctual 9.Less punctual
10.Prefers formal study design 10.Prefers sound/music
background while studying
11.Prefers bright lights while
studying
11.Prefers frequent mobility while
studying

13. MULTIPLE INTELLIGENCES
HOWARD GARDNER

14. MULTIPLE INTELLIGENCES
The theory of multiple intelligences (MI) was first described
by Howard Gardner in Frames of Mind (1983).
Gardner defines intelligence as “an 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 different intelligences may be independent
abilities – a person can be low in one domain area but high
in another. All of us possess the intelligences but in varying
degrees of strength.

15. 1. Visual/Spatial Intelligence (Picture Smart)
Learning visually and organizing ideas
spatially. Seeing concepts in action in order
to understand them. The ability to “see”
things in one’s mind in planning to create a
product or solve a problem.

16. 2. Verbal/Linguistic (Word Smart)
Learning through the spoken and written
word. This intelligence is always valued
in the traditional classroom and in
traditional assessments of intelligences
and achievement.

17. 3.Mathematical/Logical (Number Smart/Logic Smart)
Learning through reasoning and problem
solving. Also highly valued in the traditional
classroom where students are asked to
adapt to logically sequenced delivery of
instruction.

18. 4. Bodily/Kinesthetic (Body Smart)
Learning through interaction with
one’s environment. This intelligence is
the domain of “overly active” learners.
It promotes understanding through
concrete experience.

19. 5. MUSICAL (MUSIC SMART)
Learning through patterns, rhythms
and music. This includes not only
auditory learning but also the
identification of patterns through all
the senses.

20. 6. Intrapersonal (Self Smart)
Learning through feelings,
values and attitudes. This is a
decidedly affective component
of learning through which
students place value on what
they learn and take ownership
for their learning.

21. 7. Interpersonal (People Smart)
Learning through interaction with others.
Not the domain of children who are
simply “talkative” or “overly social.”
This intelligence promotes collaboration
and working cooperatively with others.

22. 8. Naturalist (Nature Smart)
Learning through classification,
categories and hierarchies. The
naturalist intelligence picks up on subtle
differences meaning. It is not simply the
study of nature; it can be used in all
areas of study.

23. 9. Existential (Spirit Smart)
Learning by seeing the “big picture”:
“Why are we here?” “What is my role in
the world?” “What is my place in my
family, school and community?” This
intelligence seeks connections to real
world understanding and application of
new learning.

24. Teaching strategies guided
by Thinking/Learning
Styles and Multiple
Intelligences

25. Teaching strategies guided by Thinking/Learning Styles
and Multiple Intelligences
1. Use questions of all types to stimulate various
levels of thinking from recalling factual information
to drawing implications and making value
judgments.
2. Provide a general overview of material to be
learned, i.e., structured overviews, advance
organizers, etc., so that students' past experiences
will be associated with the new ideas.

26. Teaching strategies guided by Thinking/Learning Styles
and Multiple Intelligences
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.

27. Teaching strategies guided by Thinking/Learning Styles
and Multiple Intelligences
5. Warm up before the lesson development by using
brainstorming, set induction, etc.
6. Use multisensory means for both processing and
retrieving information. (Write directions on the board
and give them orally.)

28. Teaching strategies guided by Thinking/Learning Styles
and Multiple Intelligences
7. Use a variety of review and reflection strategies to
bring closure to learning (writing summaries,
creating opinion surveys, etc.).
8. Use descriptive feedback rather than simply
praising ("The example you've provided is an
excellent one to point to the concept of .")

29. THANK YOU
TEACHERS!
