DPE 103 (PRINCIPLES OF TEACHING)

Research on:
Dunn and Dunn’s Learning Style
Howard Gardner’s Multiple Intelligences

SUBMITTED BY:
CHARMINE GAY P. ROQUE
DPE Student

SUBMITTED TO:
DR. DELETAH DG. POLINAR
DEAN-Teacher Education

DUNN AND DUNN’S LEARNING STYLE

The Dunn and Dunn Learning Style Model anticipate an observable improvement in student
learning and behavior when a match has been achieved between instructional environments
and Learning Styles. It has been developed for use across all learning levels aimed at improving
the effectiveness of instruction, in particular for learners not demonstrating appropriate progress.

The model emerged out of 30 years of work that included a review of over 80 years of research
on how children learn differently, by Professors Rita and Kenneth Dunn in the 1970s - an
outcome initiated by the New York State Department of Education. In the classroom both
observed distinct differences in the way learners responded to their instructional materials; some
liked to learn alone and others with a teacher, resulting in the hypothesis that learning
achievements were heavily influenced by relatively fixed characteristics, and that elements
environmental, emotional, sociological, and physical contributed to the learning environment,
and approaches individuals took when learning.

The Model

The five strands and elements:

1. Environmental

 Where do learners prefer to learn – in a cool and quiet place, or warm and noisy?

2. Emotional

 Does the learner need motivational support to learn effectively?

  Will the learner continue to follow-through a learning task?

 Can the learner assume individual responsibility for their learning?

 Does the learner need structure?

3. Sociological

 Does the learner work better alone, or with a colleague, or team, or in a variety of ways,
or in a routine pattern?

 How much guidance does the learner need from the instructor?

4. Physiological

 When and how does the learner physically engage most in learning?

 Is the learner Visual, Auditory or Kinesthetic (VAK)?

5. Psychological

 How does the learner process and respond to information and ideas?
 HOWARD GARDNER’S MULTIPLE INTELLIGENCES
What is Multiple Intelligence?

The theory of multiple intelligences is Howard Gardner's theory that proposes that people are not
born with all of the intelligence they will ever have. It says that everyone is intelligent in at least
nine different ways and can develop each aspect of intelligence to an average level of
competency.

Intelligence, as defined by Gardner, is the ability to solve problems that are valuable in one or
more cultural settings.

Type of Multiple Intelligences

Logical-Mathematical Intelligence
Intrapersonal Intelligence
Interpersonal Intelligence
Linguistic Intelligence
Bodily-Kinesthetic Intelligence
Visual-Spatial Intelligence
Musical Intelligence
Naturalist Intelligence
Existential Intelligence

1. Logical/Mathematical Intelligence
 Ability to use reason, logic and numbers.
 These learners think conceptually in logical and numerical patterns making
connections between pieces of information.
 Always curious about the world around them, these learners ask lots of questions
and like to do experiments.
 If you have strong logical-mathematical intelligence you might learn better by
Recording information systematically Playing strategy games (Chess, Checkers)
Analyzing data Asking logical questions using the Internet.

2. Intrapersonal Intelligence
 Ability to self-reflect and be aware of one's inner state of being.
 These learners try to understand their inner feelings, dreams, relationships with
others, and strengths and weaknesses.
 If you have strong intrapersonal intelligence you might learn better by:
 Avoiding distractions
 Establishing personal goals
 Working alone
  Relating personal experiences.
3. Interpersonal Intelligence
 Ability to relate and understand others.
 These learners try to see things from other people's point of view in order to
understand how they think and feel.
 They often have an uncanny ability to sense feelings, intentions and motivations.
 They are great organizers.
 Generally they try to maintain peace in group settings and encourage co-
operation.
 They use both verbal (speaking) and non-verbal language (eye contact, body
language) to open communication channels with others.
 If you have strong interpersonal intelligence you might learn better by :
 Studying in groups
 Comparing information with others Interviewing experts
 Relating personal experiences
 Doing cooperative projects

4. Linguistic Intelligence
 Ability to use words and language.
 These learners have highly developed auditory skills and are generally elegant
speakers.
 They think in words rather than pictures.
 If you have strong linguistic intelligence you might learn better by:
 Reading
 Memorizing
 Playing word games (Scrabble, Anagrams, Password)
 Using the internet

5. Bodily-Kinesthetic Intelligence
 Ability to control body movements and handle objects skillfully.
 These learners express themselves through movement.
 They have a good sense of balance and eye-hand co- ordination. (ball play,
balancing beams).
 Through interacting with the space around them, they are able to remember and
process information.
 If you have strong bodily-kinesthetic intelligence you might learn better by:
 Doing role plays.
 Exercising while reviewing
 Visiting museums, institutions, parks
 Asking logical questions
  Using the internet
6. Visual-Spatial Intelligence
 Ability to perceive the visual.
 These learners tend to think in pictures and need to create vivid mental images to
retain information.
 They enjoy looking at maps, charts, pictures, videos, and movies.
 If you have strong visual intelligence you might learn better by:
 Studying pictures
 Watching videos
 Using visual, tangible aids
 Doing mazes, puzzles
 Making predictions
 Using the internet

7. Musical Intelligence
 Ability to produce and appreciate music
 These musically inclined learners think in sounds, rhythms and patterns.
 They immediately respond to music either appreciating or criticizing what they
hear. Many of these learners are extremely sensitive to environmental sounds
(crickets, bells, dripping taps).
 If you have strong musical intelligence you might learn better by:
 Listening to recordings
 Talking to yourself
 Making up songs
 Mentally repeating information
 Reading aloud
 Changing tempo

8. Naturalist Intelligence
 Abilities to recognize plants and animals, to make distinctions in the natural
world, to understand systems and define categories.
 If you have strong naturalistic intelligence you might learn better by:
 Studying outside
 Learning in the presence of plants & pets
 Relating environmental issues to topics
 Smelling, seeing touching, tasting
 Observing natural phenomenon
9. Existential Intelligence
 Is concerned with the inner life of mind and spirit and its relationship to being in
the world.
 It implies a capacity for a deep understanding of existential questions and insight
into multiple levels of consciousness; and also implies awareness of spirit as the
creative life force of evolution.