Southern

Luzon State University

LUCENA CAMPUS
Lucena City

PED05a FACILITATING LEARNER-CENTERED: THE LEARNER-

CENTERED APPROACHES WITH EMPHASIS ON TRAINER’S
METHODOLOGY 1

MODULE 3
Title of the Module LEARNING or THINKING STYLES and MULTIPLE INTELLIGENCES

Overview One factor that brings 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. Some would absorb the lesson better when
they work with their hands than when they just listen. Others would prefer to
watch a video about a topic. Students, likewise have preferred ways of
expressing their thoughts, feelings and ideas. Some would prefer to write,
others would draw or even dance and sing. These preferences involve
thinking/learning styles and multiple intelligences.

Learning In this module, challenge yourself to attain the following learning outcomes:
Outcome/s
• Describe the different learning/thinking styles and multiple
intelligences
• Determine your own learning/thinking styles and multiple intelligences
• Plan learning activities that match learners’ learning/thinking styles
and multiple intelligences

Discussion LEARNING/THINKING STYLES

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. Furthermore, styles are usually considered to be bipolar
dimensions. For instance, your particular 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.

There are several perspectives about learning-thinking styles. We shall focus

on sensory preferences and the global-analytic continuum.

1. Sensory Preferences. Individuals tend to gravitate toward one or two

types of sensory input and maintain a dominance in one of the
following types:
A. Visual Learners. These learners must see their teacher's actions and
facial expressions 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: diagrams,
illustrated text books, overhead transparencies, videos, flipcharts and
hand-outs. During a lecture or classroom discussion, visual learners
often prefer to take detailed notes to absorb the information.
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. They usually have good "picture memory," a.k.a.
iconic imagery and attend to pictoria1 detail. They would like to read a
m o ap better than to read a book.
b. Visual-symbolic. Those who prefer this form of input feel comfortable
with abstract symbolism such as mathematical formulae or the written
word. They would prefer to read a book than a map and would like to

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read about things than hear about them. They means for learning tend
to be good abstract thinkers who do not require practical means for
learning.

B. 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 test translate ate using a tape recorder. They can attend aurally to
details, the spoken word easily into the written word, arc not distracted
in their listening ability.
Auditory learners also fall into two categories:
a. The "Listeners". This is the more common type. 'Listeners' most likely
do well in school. Out of school too, 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 heads what they heard others say.
b. The "Talkers". They are the ones who prefer to talk and discuss. They
often find themselves talking to those around them. In a class setting
when the instructor is not asking questions, auditory-verbal processors
(talkers) tend to whisper comments to themselves. They are not trying
to be disruptive and may not even realize that they need to talk.

C. Tactile/Kinesthetic Learners. Tactile/Kinesthetic persons benefit much

from a hands-on approach, actively exploring the physical world around
them. They may find it hard to sit still for long periods. They may not
benefit so much from the discussion or the written materials, and may
become distracted by their need for activity and exploration. 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.

2. Global — Analytic Continuum

A. Analytic. 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.
B. Global. 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.

Several theorists have tied the global-analytic continuum to the left-

brain/right-brain continuum. In accord with Roger Sperry's model, the left-
brained dominant individual is portrayed as the linear (analytic), verbal,
mathematical thinker while the right-brained person is one who is viewed
as global, non-linear and holistic in thought preferences.

Both sides of the brain can reason but through different strategies In an
individual, one side may be more dominant than the other. The fell brain is
regarded as analytic in approach while the right is described as holistic or
global. A successive processor (hell 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 Team
beginning with the general concept and then going on to specifics.

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LEFT BRAIN (ANALYTIC) RIGHT BRAIN (GLOBAL)

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

MULTIPLE INTELLIGENCES

The theory of multiple intelligences (Ml) was first described by II 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". Gardner believes that different intelligences
may be independent abilities—a person can be low one domain area but high in
another. All of us possess the intelligences hut in varying degrees of strength.

His most current research indicates that there are nine distinct forms of
intelligences. In order to facilitate learning effectively, teachers should use
strategies that match these kinds of intelligences. The nine kinds are:

1. Visual/Spatial Intelligence (Picture Smart) - learning visually and

understand ideas spatially. Seeing concepts in action ordr to understand
them. The ability to `‘see" things in one's mind in planning to create a
product or solve a problem.
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 intelligence and
achievement.
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.
4. Bodily/Kinesthetic (Body Smart) - learning through active" learners. It
promotes one's environment. This intelligence is the domain of "overly
active” learners. It promotes understanding through concrete
experience.
5. Musical (Music Smart) - learning through patterns, rhythms and music.
Patterns through all the senses. This includes not only auditory learning
but also the identification of patterns through all the senses.
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.
7. Interpersonal (People Smart) — learning through interaction with
others. Not the domain of children who are simply "talkative" or "overly

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social." This intelligence promotes collaboration and working

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

It is important for teachers to use their knowledge about thinking/ learning

style and multiple intelligences in planning activities to help their students
learn effectively.

While researches on these typologies continue, it is clear that the teachers

can no longer just teach the text book. It is a sensible practice to teach each
child according to his/her thinking/learning styles and multiple intelligence.

TEACHING STRATEGIES GUIDED BY THINKING/LEARNING STYLES AND

MULTIPLE INTELLIGENCE

1. Use questions of all types to stimulate various levels of thinking from

recalling factual information to drawing implications and making value
judgements.
2. Provide a general overview of material to be learned, example,
structured overviews, advance organizers, etc. so that students’ past
experiences will be associated with the new ideas.
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.
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).
7. Use 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.

Exercises/Activities I. LEARNING STYLE QUESTIONNAIRE

The modality (learning channel preference) questionnaire reproduced here is by

O’Brien (1985). To complete, read each sentence carefully and consider if it applies to
you. On the line in front of each statement, indicate how often the sentence applies to
you, according to the chart below. Please respond to all questions.

1 2 3

Never applies to me. Sometimes applies to Often applies to me.

me.

SECTION ONE:

1. _____I enjoy doodling and even my notes have lots of pictures and arrows in
them.
2. _____I remember something better if I write it down.
3. _____I get lost or am late if someone tells me how to get to a new place, and I
don’t write down the directions.
4. _____When trying to remember someone’s telephone number, or something
new like that, it helps me to get a picture of it in my mind.

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5. _____If I am taking a test, I can “see” the textbook page and where the
answer is located.
6. _____It helps me to look at the person while listening; it keeps me focused.
7. _____Using flashcards helps me to retain material for tests.
8. _____It’s hard for me to understand what a person is saying when there are
people talking or music playing.
9. _____It’s hard for me to understand a joke when someone tells me.
10. _____It is better for me to get work done in a quiet place.

Total______

SECTION TWO:

1. _____ My written work doesn’t look neat to me. My papers have crossed-out
words and erasures.
2. _____ It helps to use my finger as a pointer when reading to keep my place.
3. _____ Papers with very small print, blotchy dittos or poor copies are tough on
me.
4. _____ I understand how to do something if someone tells me, rather than
having to read the same thing to myself.
5. _____ I remember things that I hear, rather than things that I see or read.
6. _____ Writing is tiring. I press down too hard with my pen or pencil.
7. _____ My eyes get tired fast, even though the eye doctor says that my eyes
are ok.
8. _____ When I read, I mix up words that look alike, such as “them” and “then,”
“bad” and “dad.”
9. _____ It’s hard for me to read other people’s handwriting.
10. _____ If I had the choice to learn new information through a lecture or
textbook, I would choose to hear it rather than read it.

Total______

SECTION THREE:

1. _____ I don’t like to read directions; I’d rather just start doing.
2. _____ I learn best when I am shown how to do something, and I have the
opportunity to do it.
3. _____ Studying at a desk is not for me.
4. _____ I tend to solve problems through a more trial-and-error approach,
rather than from a step-by-step method.
5. _____ Before I follow directions, it helps me to see someone else do it first.
6. _____ I find myself needing frequent breaks while studying.
7. _____ I am not skilled in giving verbal explanations or directions.
8. _____ I do not become easily lost, even in strange surroundings.
9. _____ I think better when I have the freedom to move around.
10. _____ When I can’t think of a specific word, I’ll use my hands a lot and call
something a “what-cha-ma-call-it” or a “thing-a-ma-jig.”

Total______

SCORING:

Now, add up the scores for each of the three sections and record below. The
maximum score in any section is 30 and the minimum score is 10. Note the preference
next to each section.

Section One score: _____(Visual)

Section Two score: ______(Auditory)

Section Three score: ______(Kinesthetic)

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II. FIND YOUR STRENGTH!

This form can help you determine which intelligences are

strongest for you. If you're a teacher or tutor, you can also use it to
find out which intelligences your learner uses most often. Many
thanks to Dr. Terry Armstrong for graciously allowing us to use his
questionnaire.

Instructions: Read each statement carefully. Choose one to five for

each statement indicating how well that statement describes you.
Write the number after each statement.

1=Statement does not describe you at all

2=Statement describes you very little
3=Statement describes you somewhat
4=Statement describes you pretty well
5=Statement describes you exactly

1. I pride myself on having a large vocabulary.

2. Using numbers and numerical symbols is easy

for me.

3. Music is very important to me in daily life.

4. I always know where I am in relation to my

home.

5. I consider myself an athlete.

6. I feel like people of all ages like me.

7. I often look for weaknesses in myself that I see

in others.

8. The world of plants and animals is important to

me.

9. I enjoy learning new words and do so easily.

10. I often develop equations to describe

relationships and/or to explain my observations.

11. I have wide and varied musical interests

including both classical and contemporary.

12. I do not get lost easily and can orient myself

with either maps or landmarks.

13. I feel really good about being physically fit.

14. I like to be with all different types of people.

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15. I often think about the influence I have on

others.

16. I enjoy my pets.

17. I love to read and do so daily.

18. I often see mathematical ratios in the world

around me.

19. I have a very good sense of pitch, tempo, and

rhythm.

20. Knowing directions is easy for me.

21. I have good balance and eye-hand coordination

and enjoy sports which use a ball.

22. I respond to all people enthusiastically, free of

bias or prejudice.

23. I believe that I am responsible for my actions

and who I am.

24. I like learning about nature.

25. I enjoy hearing challenging lectures.

26. Math has always been one of my favorite

classes.

27. My music education began when I was younger

and still continues today.

28. I have the ability to represent what I see by

drawing or painting.

29. My outstanding coordination and balance let me

excel in high-speed activities.

30. I enjoy new or unique social situations.

31. I try not to waste my time on trivial pursuits.

32. I enjoy caring for my house plants.

33. I like to keep a daily journal of my daily

experiences.

34. I like to think about numerical issues and

examine statistics.

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35. I am good at playing an instrument and

singing.

36. My ability to draw is recognized and

complimented by others.

37. I like being outdoors, enjoy the change in

seasons, and look forward to different physical
activities each season.

38. I enjoy complimenting others when they have

done well.

39. I often think about the problems in my

community, state, and/or world and what I can do
to help rectify any of them.

40. I enjoy hunting and fishing.

41. I read and enjoy poetry and occasionally write

my own.

42. I seem to understand things around me

through a mathematical sense.

43. I can remember the tune of a song when

asked.

44. I can easily duplicate color, form, shading, and

texture in my work.

45. I like the excitement of personal and team

competition.

46. I am quick to sense in others dishonesty and

desire to control me.

47. I am always totally honest with myself.

48. I enjoy hiking in natural places.

49. I talk a lot and enjoy telling stories.

50. I enjoy doing puzzles.

51. I take pride in my musical accomplishments.

52. Seeing things in three dimensions is easy for

me, and I like to make things in three dimensions.

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53. I like to move around a lot.

54. I feel safe when I am with strangers.

55. I enjoy being alone and thinking about my life

and myself.

56. I look forward to visiting the zoo.

To know your strength/type of intelligence,

please log in at
http://www.literacynet.org/mi/assessment/findyoursreng
ths.html

Assessment 1. In your own words, describe the different learning/thinking styles and
multiple intelligences.
2. What is/are your thinking/learning styles? What are your dominant
multiple intelligences?
3. Choose a particular learning style and intelligence of students. Plan
learning activities that match with the particular learning styles and
multiple intelligences of students.

Reference/s Lucas, M.R.D. and Corpuz, B.B. (2014). Facilitating Learning: A metacognitive
process. 4th edition. Lorimar Publishing, Inc.

Learning / thinking style quiz form

Multiple Intelligences quiz form. Retrieved from

http://www.literacynet.org/mi/assessment/findyourstrengths.html

SCORING RUBRICS FOR ESSAY

Category/Grade 5 4 3 2 1
Audience Influences or Supports reader Shows awareness Contains Symbols,
affects the reader understanding, as of basic audience some drawings or
through precise internally structure written non-attempt
language and use consistent story content
of narrative
devices
Text Structure Coherent, Contains an Orientation, A recount of No evidence
controlled and orientation, complication and events or of structural
complete complication and weak resolution orientation components
narrative resolution only of a narrative
Character and Effective Characterization Suggestions of Only names No evidence
Setting characterization. and setting characterization characters or insufficient
Maintains a sense emerges through through brief or gives evidence
of setting descriptions, descriptions or their roles,
throughout actions and very brief and only name
speech superficial setting
description of
settings
Vocabulary A range of precise Sustained and Precise words or Mostly Very short
and effective consistent use of word groups simple script or non-
words. Language precise words (verbs, adjectives, verbs, attempt
choice is well- that enhance the adverbs or adverbs,
matched to the meaning or mood nouns) adjectives
genre. or nouns.
May contain
2 or 3
precise
words
Sentence All sentences are Sentences correct Most simple and Some Drawings,
Structure correct. With , 2 errors. compound meaning symbols and
Variety. Meaning is clear sentences can be list of words,
Consistently and sentences correct. construed in text
effective Experiments with general, fragments

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enhances the complexity but control is

meaning with limited very limited
success
Spelling Correct spelling of Correct spelling of Correct spelling Correct Few examples
all single words, at simple words, of most simple spelling of of
least 10 difficult most common words and most most simple conventional
words and some words and some common words words and spelling or
challenging words difficult words some non-attempt
common
words
Punctuation Writing contains All sentence Some correct Some No evidence
accurate use of all punctuation punctuation correct use of correct
applicable correct and across categories. of capitals punctuation
punctuation mostly correct No stray capitals to start
use of other and nothing else sentences
punctuation used and full
steps to end
them

EVALUATING THE LEARNING STYLE QUESTIONNAIRE

The modality type with the highest score indicates your preferred learning channel. The higher
the score, the stronger the preference. If you have relatively high scores in two or more
sections, you probably have more than one strength. If the scores in the sections are roughly
equal, you probably do not have a preferred learning channel; you are a multi-sensory learner.

The following table summarizes the observable characteristic indicative of the three learning
styles. It provides an informal means of assessing your preferred approach to learning.

MODALITY VISUAL AUDITORY KINESTHETIC

(Hands-on)

PREFERRED Learns by seeing or Learns through Learns by doing and

LEARNING STYLE watching verbal instructions direct involvement.
demonstrations from self or others.

SPELLING Recognizes words by Uses a phonics Often is a poor

sight; relies on approach has speller; writes words
configurations of auditory word attack to determine if they
words. skills. “feel” right.

READING Likes description; Enjoys dialogue and Prefers stories where

sometimes stops plays; avoids lengthy action occurs early;
reading to stare into descriptions; fidgets while
space and imagine unaware of reading; not an avid
scene; intense illustrations; moves reader.
concentration. lips or sub-vocalizes.

HANDWRITING Tends to be a good, Has more difficulty Good initially, but

particularly when learning in initial deteriorates when
young; spacing and stages; tends to space becomes
size are good; write lightly. smaller; pushes
appearance is harder on writing
important. instrument.

MEMORY Remember faces, but Remembers names, Remembers best

forgets names; writes but forgets faces; what was done, but
things down; takes remembers by not what was seen or
notes. auditory repetition. talked about.

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IMAGERY Vivid imagination; Sub-vocalizes; Imagery not

thinks in pictures; imagines things in important; images
visualizes in detail. sounds; details are that do occur are
less important. accompanied by
movement.

DISTRACTABILITY Unaware of sounds; Easily distracted by Not attentive to

distracted by sounds. visual or auditory
movement. presentation so may
seem distracted.

PROBLEM SOLVING Deliberate; plans in Talks problems out; Attacks problem

advance; organizes tries solutions physically; impulsive;
thoughts by writing verbally or sub- often selects solution
them; lists problems. vocally; talks self involving greatest
through problems. activity.

RESPONSE TO Stares or doodles; Hums, talks to self, Fidgets or finds

PERIODS OF finds something. or talks to others. reasons to move.
INACTIVITY

RESPONSE TO NEW Looks around or Talks about Tries things out;

SITUATIONS examines structure. situation; discusses touches, feels or
pros and cons of manipulates.
what to do.

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