Nikki A. Dumaran Prof.

Amelia Enriquez

BSED2 Social Studies Instructor

Learning Thinking styles- refer to the preferred way individual processes information.

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 on front so no one would block their
view. They may think in pictures and learn best from visual aids.

Visual-Iconic. Those who prefer this form of input are interested in visual imagery such as film,
graphic displays, or pictures in order to solidify learning.
Visual-symbolic. Those who prefer this form of input feel comfortable with abstract symbolism
such as mathematical formulae or the written word.

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.

The Listeners- Listeners most likely do well in school. Out of school too, they remember
things said to them and make the information their own.
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.

Tactile/Kinesthetic Learners. Tactile/Kinesthetic persons benefit much from a hands- on approach,

actively exploring the physical world around them.

Global- Analytic Continuum

Analytic. Analytic thinkers tend toward the linear, step-by step processes of learning.

Global. Global thinker lean towards non- linear thought and tend to see the whole pattern
rather than particle elements.

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 peoples names 7. Recalls peoples 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 while studying
 Multiple Intelligences
Visual/Spatial Intelligence- Learning visually and organizing ideas spatially. Seeing concepts in action
in order to understand them. The ability to see things in ones mind in planning to create a product or
solve a problem.

Verbal/Linguistic- learning through the spoken and written word. This intelligence was always valued
in the traditional classroom and in traditional assessments of intelligence and achievement.

Mathematical/Logical- learning through reasoning and problem solving. Also highly valued in the
traditional classroom, where students were asked to adapt to logically sequenced delivery of instruction.

Bodily/Kinesthetic- learning through interaction with ones environment. This intelligence is not the
domain of overly active learners. It promotes understanding through concrete experience.

Musical- learning through patterns, rhythms and music. This includes not only the auditory learning,
but the identification of patterns through all the senses.

Intrapersonal- 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 of their learning.

Interpersonal- 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.

Naturalist- learning through classifications, categories and hierarchies. The naturalist intelligence picks
up on the subtle differences in meaning. It is not simply the study of nature; it can be used in all areas of
study.

Existential- learning by seeing the big picture: h=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.

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, i.e., structured overviews, advance organizers,
etc., so that students past experience 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 purpose 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.

7. Use a variety of review and reflection strategies to bring closure to learning.

8. Use descriptive feedback rather than simply praising.