Learning styles for educational purpose

2. Information enters your brain three main ways: sight,
hearing and touch, which one you use the most is
called your Learning Style
 Visual Learners learn by sight
 Auditory Learners learn by hearing
 Tactile Learners (kinesthetic) learn by touch

3.  Prefer to see information such as pictures,
diagrams, cartoons, demonstrations
 Picture words and concepts they hear as images
 Easily distracted in lecture with no visual aids
 Overwhelmed with intense visuals
accompanied by lecture
 Benefit from using charts, maps, notes, and
flash cards when studying

4.  Prefer to hear information spoken
 Can absorb a lecture with little effort
 May not need careful notes to learn.
 Often avoid eye contact in order to concentrate
 May read aloud to themselves
 Like background music when they study

5.  Prefer touch as their primary mode for taking in
information
 In traditional lecture situations, they should write out
important facts
 Create study sheets connected to vivid examples
 Role-playing can help them learn and
remember important ideas
 May benefit by using manipulatives
Okay, I
get it
now.

7. Draw pictures to
represent ideas,
paint
Games: matching,
puzzles
Visual cues to
remember
Have a “being there”
experience
Field trip
Visualization and
imagine
Graphics
Flowcharts
Videos
Create
Models
Describe in detail
Color, lines, and
shapes
Creative designs
Sculptures
Graphic organizers
Art media
Displays
Posters
Charts
Brochures
Pictures and
illustrations
Cartoons and
caricatures
Color-coding

8.  Play word
games for
vocabulary
Explain ideas
Tell jokes,
riddles, and
limericks
Trivia games
Write
Report - oral
and written
Explain
Describe and
discuss
Interviews
Label
Give and follow
directions
Retell
Essays
Audio
recordings
Speeches
Debates
Research
Projects
Quizzes and
tests
Logs, journals,
diaries
Questions and
answers

9.  Opportunities to
move and handle
materials
Trace and highlight
Act out concepts
and stories role
playing
Models
Experiments
Write or draw while
listening
Walk while thinking
Use hands and arms
for expression
Imagine themselves
in a situation
Simulate
Dance or mime
Perform
Create, construct, or
develop
Gestures or actions
to support learning
Manipulatives
Inventions
Sports participation
Demonstrating using
physical movement
Exercises
Hands-on
experiences
Simulations / Role-
playing
Field trips
Movement routines

10.  A theory of “multiple intelligences,” suggesting
abilities seem to cluster in seven different areas:
 LinguisticIntelligence
 Logical-MathematicalIntelligence
 SpatialIntelligence
 MusicalIntelligence
 Bodily-KinestheticIntelligence
 InterpersonalAbilities
 IntrapersonalAbilities

11. The theory of multiple intelligences was
proposed by Howard Gardner, a psychologist and
professor at Harvard University. According to
Gardner, intelligence cannot be accurately
captured by a single IQ score or a narrow set of
cognitive abilities. Instead, he proposed that
humans possess multiple intelligences, each
representing different ways of processing
information and solving problems.

12. Linguistic Intelligence: This involves proficiency
with language, including reading, writing,
speaking, and understanding both spoken and
written words. People with linguistic intelligence
are often skilled communicators and may excel in
fields such as writing, journalism, or public
speaking.

13. Logical-Mathematical Intelligence: This
intelligence involves the ability to think logically,
analyze problems, and perform mathematical
operations. Individuals with this type of
intelligence are adept at reasoning, critical
thinking, and problem-solving. They may pursue
careers in mathematics, science, engineering, or
computer programming.

14. Spatial Intelligence: Spatial intelligence relates
to the ability to visualize and manipulate objects
in three-dimensional space. People with strong
spatial intelligence are often good at interpreting
maps, diagrams, and other visual aids. They may
excel in fields such as architecture, art, design, or
navigation.

15. Musical Intelligence: Musical intelligence involves
sensitivity to rhythm, pitch, melody, and tone.
Individuals with this intelligence often have a
deep appreciation for music and may excel as
musicians, composers, conductors, or music
critics.

16. Bodily-Kinesthetic Intelligence: This intelligence
refers to the ability to control one's body
movements and handle objects skillfully. People
with bodily-kinesthetic intelligence often excel in
sports, dance, acting, or other physical activities
that require coordination and dexterity.

17. Interpersonal Intelligence: Interpersonal
intelligence involves the ability to understand and
interact effectively with other people. Individuals
with this intelligence are skilled at recognizing
and responding to the emotions, motivations, and
intentions of others. They may thrive in careers
such as teaching, counseling, sales, or leadership
roles.

18. Intrapersonal Intelligence: This intelligence
pertains to self-awareness and understanding
one's own emotions, thoughts, and motivations.
People with intrapersonal intelligence are
reflective and introspective, possessing a strong
sense of self-awareness and emotional
intelligence. They may excel in roles that involve
introspection, such as counseling, therapy, or
writing.

19. Over time, Gardner has suggested the
possibility of additional intelligences, such as
naturalistic intelligence (the ability to recognize and
understand patterns in nature) and existential
intelligence (concerned with grappling with deep
questions about human existence and meaning).
Gardner's theory of multiple intelligences has
had a significant impact on education, encouraging
educators to recognize and nurture the diverse talents
and strengths of students. Instead of focusing solely
on traditional academic subjects, educators can
design curriculum and teaching methods that appeal
to a broader range of intelligences, helping students
to develop their full potential.

20.  Extroverts
 Like talking with others and taking action.
 Prefer active learning and group projects.
 Introverts
 Prefer to have others do the talking.
 Prefer lectures and structured tasks.

21.  Thinkers
 Like to take an objective approach and
emphasize logic and analysis in their
decisions.
 Prefer objective feedback, and thrive
when there is pressure to succeed.
 Feelers
 Prefer emotion to logic.
 Give greater weight to the impact of
relationships in their decisions.
 Prefer positive feedback and individual
recognition.

22.  Judgers
 Prefer clearly defined strategies to achieve
goals.
 May jump to closure too quickly.
 Prefer orderliness, structure, and
deadlines.
 Perceivers
 Like to consider all sides to a problem and
may be at some risk for not completing
their work.
 Prefer spontaneity and flexibility.
My mind is
made up!
Don’t confuse
me with facts.
Let’s think this through

23.  Think about your favorite classes so far. What do they have
in common? Did you like…
 mastering facts?
 discussion? or working on your own?
 lecture? or pairing or grouping?
 hands-on activities?
 How do you think you learn?

24. Knowing your learning style, bothyour strengths and
your weaknesses, can help you studymore effectively.

25.  Make the best use of your learning style.
 Work harder in skills that don’t come easily to
you.
 Be flexible and adaptable, try new things and new
ways.
 Keep growing! Don’t be easily satisfied!

26.  Be involved in class – participate!
 Link classroom experience to the outside world
 Relate class concepts to your own life.
 Ask questions and offer criticism.
 Stimulate further relevant discussion.
 Don’t get distracted – stay “on-task”
 Keep an open mind: there are many ideas beyond
your own.