Republic of the Philippines

OCCIDENTAL MINDORO STATE C0LLEGE

Sablayan, Occidental Mindoro

ANDREW KIM SAMSON AMBID

Instructor

THINKING/LEARNING STYLES

It refers to the preferred way

an
individual
processes
information. They describe a
persons typical mode of
thinking,
remembering
or
problem solving.

SENSORY PREFERENCES
VISUAL LEARNERS
These learners must see their teachers action
and facial expression to fully understand the
content of a lesson.

SENSORY PREFERENCES
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.
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.

LISTENERS
This is the more common type. Listeners most
likely do well in school. They remember things
said to them and make the information their own.

TALKERS
They are the ones who prefer to talk and
discuss. They often find themselves talking to
those around them.

TACTILE OR KINESTHETIC LEARNERS

Tactile or Kinesthetic person benefit much

from a hands-on approach, actively exploring
the physical world around them.
They tend to prefer learning by doing,
preferring the use of psychomotor skills to,
say, abstract thinking skills.

GLOBAL-ANALYTIC CONTINUUM

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.

GLOBAL. Global thinkers learn

towards non-linear thoughts 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.

LEFT BRAIN

RIGHT BRAIN

Verbal
Responds to word meaning
Sequential
Processes
information
linearly
Responds to logic
Plans ahead
Recalls peoples names
Speaks with few gestures
Punctual
Prefers formal study design
Prefers bright lights while
studying

Visual
Responds to tone of voice
Random
Processes information in varied
order
Impulsive
Recalls peoples faces
Gestures when speaking
Less punctual
Prefers sound/music background
while studying
Prefers frequent mobility while
studying

MULTIPLE INTELLIGENCES

The theory of MI was first described

by Howard Gardner.
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.

VISUAL/SPATIAL INTELLIGENCE
(PICTURE SMART)

Learning visually and organizing

ideas spatially. Seeing concepts 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 INTELLIGENCE
(WORD SMART)

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
(NUMBER SMART/LOGIC SMART)

Learning through reasoning and

problem solving. Also highly valued in
the traditional classroom, where
students were asked to adopt to
logically sequenced delivery of
instruction.

MATHEMATICAL/LOGICAL
(NUMBER SMART/LOGIC SMART)

Learning through reasoning and

problem solving. Also highly valued in
the traditional classroom, where
students were asked to adopt to
logically sequenced delivery of
instruction.

BODILY/KINESTHETIC
(BODY SMART)

Learning through interaction with

ones environment. This intelligence
is not the domain of overly active
learners.
It promotes understanding through
concrete experience.

MUSICAL INTELLIGENCE
(MUSIC SMART)

Learning through patterns, rhythms,

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

INTRAPERSONAL INTELLIGENCE
(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.

INTERPERSONAL INTELLIGENCE
(PEOPLE SMART)

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 INTELLIGENCE
(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.

EXISTENTIAL INTELLIGENCE
(SPIRIT SMART)
Learning through 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 connection to
real world understanding and application
of new learning.

END