LEARNING-THINKING

AND MULTIPLE
INTELLIGENCE

INTRODUCTION

7/28/2016

Jann Paulo C. Matusalem

LEARNING AND THINKING STYLE

Learning/ Thinking Styles refer to the preferred
way an individual processes information. They
describe a persons typical mode of thinking,
remembering or problem solving. Furthermore,
styles are usually considered to be bipolar
dimension. For instance, your articular learning/
thinking style would lie at a point in a continuum.
Having a particular learning/ thinking style simply
denotes a tendency to behave in a certain
manner. Your style is usually described as a
personality dimension which influences your
attitudes. Values and social interaction.
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Jann Paulo C. Matusalem

SENSORY PREFERENCES
VISUAL LEARNERS
AUDITORY LEARNERS
TACTILE/ KINESTHETIC LEARNERS

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Jann Paulo C. Matusalem

VISUAL LEARNERS
These learners must see their teachers actions and facial
expression to fully understand the content of a lesson. They
tend to prefer sitting in front so no one would block their
view. They may think in pictures and learn best from visual
aids including: diagram, illustrated textbooks, overhead
transparencies, videos, flipcharts and handouts. During a
lecture or a classroom discussion, visual learners often prefer
to take detailed notes to absorb the information.
Visual- iconic- those who prefer this form of input are more
interested in visual imagery.
Visual- symbolic- those who refer this form of input feel
comfortable with abstract symbolism.

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Jann Paulo C. Matusalem

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Jann Paulo C. Matusalem

AUDITORY LEARNERS

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They learn best trough verbal lecture, discussion,

talking things through and listening to what others
have to say. Auditory learners interpret the
underlying meanings of speech trough listening to
tone of voice, pitch, speed and other nuances.
Listeners- they remember things said to them and
make the information their own. They may even
carry mental conversation and figure out how to
extend what they learned by reviewing in their
heads what they heard others say.
Talkers- they are the one who prefer to talk and
discuss. They often find themselves talking to
those around them.
Jann Paulo C. Matusalem

TACTILE/ KINESTHETIC LEARNERS

They benefit much from a hands-on approach, actively exploring
the physical world around them. Those preferring this form of input
move toward active, sensorimotor learning. They tend to prefer
learning by doing, preferring the use of psychomotor skills to, say,
abstract thinking skills. They tend to have good motor memory and
motor coordination.

7/28/2016

Jann Paulo C. Matusalem

GLOBAL- ANALYTIC CONTINUUM

(Brain Hemispheres)

Analytic- they tend toward the

linear, step-by-step process of
learning.
Global- they lean towards nonlinear thought and tend to see the
whole pattern rather than particle
elements.

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Jann Paulo C. Matusalem

LEFT-BRAIN/ RIGHT-BRAIN
CONTINUUM
LEFT BRAIN (Analytic)

RIGHT BRAIN (Global)

Successive Hemispheric Style

Simultaneous Hemispheric Style

Verbal

Visual

Responds to word meaning

Responds to tone of voice

Sequential

Random

Processes information linearly

Processes information in varied order

Respond to logic

Responds to emotion

Plans ahead

Impulsive

Recalls peoples names

Recalls peoples faces

Speaks with few gesture

Gesture when speaking

Punctual

Less punctual

Prefers formal study design

Prefers sound/ music background while studying

Prefers bright light while studying

Prefers frequent mobility while studying

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Jann Paulo C. Matusalem

MULTIPLE
INTELLIGENCE

7/28/2016

Jann Paulo C. Matusalem

9 FORMS OF INTELLIGENCE
Visual/ Spatial Intelligence
(Picture Smart)
Verbal/ Linguistic Intelligence
(Word Smart)
Mathematical/ Logical
Intelligence (Number Smart/
Logic Smart)
Bodily/ Kinesthetic (Body
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Smart)
Musical (Music Smart)
Intrapersonal (Self Smart)
Interpersonal (People Smart)
Naturalist (Nature Smart)
Existential (Spirit Smart)

Jann Paulo C. Matusalem

Learning visually and organizing ideas

spatially. Seeing concepts in action in
order to understand them

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Jann Paulo C. Matusalem

Learning trough the

spoken and written
word.

7/28/2016

Jann Paulo C. Matusalem

Mathematical/ Logical Intelligence

Learning trough reasoning and problem solving.
Also highly valued in the traditional classroom and
traditional assessment of intelligence and
sequenced delivery of instruction.

7/28/2016

Jann Paulo C. Matusalem

Learning through interaction with

ones environment. This intelligence is
the domain of overly active
learners.

Bodily/ Kinesthetic Intelligence

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Jann Paulo C. Matusalem

Musical Intelligence
Learning through patterns, rhythms,
and music. This include not only
auditory learning but also the
identification of patterns through all
the senses.
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Jann Paulo C. Matusalem

Intrapersonal
Intelligence
Learning trough feelings and
attitudes. This is decidedly affective
component of learning trough which
students place value on what they
learn and take ownership for their
learning.

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Jann Paulo C. Matusalem

Interpersonal Intelligence
Learning trough interaction with others. This intelligence
promotes collaboration and working cooperatively with one
another.

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Jann Paulo C. Matusalem

Naturalist (Nature Smart)

Learning trough classification, categories, and
hierarchies. It is not simply the study of nature; it
can be used in all areas of study.

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Jann Paulo C. Matusalem

Existential Intelligence
Learning by seeing the big picture. This
intelligence seeks connection to real world
understanding and application of new
learning.

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Jann Paulo C. Matusalem

TEACHING STRATEGIES GUIDED BY

THINKING/LEARNING STYLES AND MULTIPLE
INTELLIGENCE
Use questions of all types to stimulate Warm up before the lesson
various levels of thinking from recalling
development by using brainstorming,
factual information to drawing
set induction etc.
implication and making value
Use multisensory means for both
judgements.
processing and retrieving information.
Provide a general overview of material
(Write direction on the board and give
to be learned, i.e., structured
them orally.)
overviews, advance organizers, etc., so Use a variety of review and reflection
that students past experiences will be
strategies to bring closure to learning
associated with the new ideas.
(Writing summaries, creating opinion
Allow sufficient time for information to
surveys, etch.)
be processed and then integrate using Use descriptive feedback rather than
both the right- and left- brain
simply praising (The example youve
hemisphere.
provided is an excellent one to point to
Set clear purposes before any listening,
the concept of )
7/28/2016 viewing or reading experience. Jann Paulo C. Matusalem