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Learning and Thinking Styles & Emotional Intelligence
- 1. Learning and Thinking Styles & Emotional Intelligenceby Daniel Goleman Learning and Thinking Styles & Emotional Intelligence by Daniel Goleman Serticio, Mickyla G. BSED FILIPINO 2A Serticio, Mickyla G. BSED FILIPINO 2A
- 2. One factor thatbrings about student diversity is thinking/learning styles. Individuals think and learn in distinct ways. In any group of learners, there will always be different learning characteristics, particularly in the learners’ manner of processing information.
- 3. Several perspectives aboutlearning- thinking styles - sensory preferences and the globalanalytic continuum: I. Sensory Preferences Individuals tend to gravitate toward one or two types of sensory input and maintain a dominance in one of the following types:
- 4. A. Visual Learners Theselearners 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: a. 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.
- 5. b. Visual-symbolic Those whoprefer this form of input feel comfortable with abstract symbolism such as mathematical formula or the written word.
- 6. B. Auditory Learners Theylearn best through verbal lectures, discussions, talking things through and listening to what others have to say. Auditory learners also fall into two categories: a. The "Listeners" They remember things said to them and make the information their own.
- 7. b. The "Talkers" Theyare the ones who prefer to talk and discuss. C. Tactile/ Kinesthetic Learners Tactile/ Kinesthetic persons benefit much from a hands-on approach, actively exploring the physical world around them.
- 8. II. Global- AnalyticContinuum A. Analytic Analytic thinkers tend toward the linear, step-by-step processeses of learning. B. Global Global thinkers lean towards non-linear thought and tend to see the whole pattern rather than particle elements.
- 10. Daniel Goleman explainsthat emotions can be studied, and people can be taught how to understand and manage their own emotions.
- 11. In 1990, psychologistsJohn Mayer and Peter Salovey of Yale coined the term, emotional intelligence, which they broke down into four “branches”: Identifying emotions on a nonverbal level. Using emotions to guide cognitive thinking. Regulating one’s own emotions, for personal benefit and for the common good. Understanding the information emotions convey and the actions emotions generate.
- 12. Goleman’s five domain components of emotional intelligence: Emotional self-awareness –knowing what one is feeling at any given time and understanding the impact those moods have on others. Self-regulation –controlling or redirecting one’s emotions; anticipating consequences before acting on impulse.
- 13. Motivation – utilizingemotional factors to achieve goals, enjoy the learning process and persevere in the face of obstacles. Empathy – sensing the emotions of others. Social skills – managing relationships, inspiring others and inducing desired responses from them.
- 14. Applications for Educators TheEQ of children starts developing long before they ever enter a classroom. But EQ levels will vary widely, depending on each child’s home environment. There are very practical reasons to promote social and emotional learning in schools, from kindergarten through college.
- 15. Thus teachers mustbe able to recognize those children whose emotional literacy needs a boost. Teachers should be ready to talk about feelings in the classroom.
- 16.