Multiple intelligences

• 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
• Visual Learners


  • Must see their teacher's actions and facial expression to fully understand the content of a lesson
  • Prefer sitting in front so no one would block their view
  • 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, often prefer to take detailed notes to absorb the information
• Visual-iconic Learners


  • More interested in visual imagery such as film, graphic displays, or pictures in order to solidify learning
  • Usually have good "picture memory," a.k.a. iconic imagery and attend to pictorial detail
  • Would like to read a map better than to read a book
• Visual-symbolic Learners


  • Feel comfortable with abstract symbolism such as mathematical formulae or the written word
  • Prefer to read a book than a map and would like to read about things than hear about them
  • Tend to be good abstract thinkers who do not require practical means for learning
• Auditory Learners


  • Learn best through verbal lectures, discussions, talking things through and listening to what others have to say
  • 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
  • Often benefit from reading text aloud and using a tape recorder
  • Can attend aurally to details, translate the spoken word easily into the written word, and are not easily distracted in their listening ability
• Auditory "Listeners"


  • More common type
  • Likely do well in school
  • Remember things said to them and make the information their own
  • 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
• Auditory "Talkers"


  • Prefer to talk and discuss
  • Often find themselves talking to those around them
  • In a class setting when the instructor is not asking questions, tend to whisper comments to themselves (not trying to be disruptive and may not even realize they need to talk)
• Tactile/Kinesthetic Learners


  • Benefit much from a hands-on approach, actively engaging the senses
• Learning/Thinking styles refer to the preferred way an individual processes information
• Learning/Thinking styles describe a person's typical mode of thinking, remembering or problem solving
• Learning/Thinking styles are usually considered to be bipolar dimensions
• Having a particular learning/thinking style simply denotes a tendency to behave in a certain manner
• Learning/Thinking style is a personality dimension which influences attitudes, values, and social interaction
• There are several perspectives about learning-thinking styles, focusing on sensory preferences and the global-analytic continuum
• Individuals tend to gravitate toward one or two types of sensory input and maintain a dominance in one of the following types: visual, auditory, tactile/kinesthetic
• Visual learners, auditory learners, and tactile/kinesthetic learners have distinct characteristics in how they process information and learn best
• Auditory learners


  • Listeners
  • Talkers
• Listeners


  • More common type of auditory learner
  • Do well in school
  • Remember things said to them and make the information their own
  • May carry on mental conversations and figure out how to extend what they learned by reviewing in their heads what they heard others say
• Talkers


  • Prefer to talk and discuss
  • Often find themselves talking to those around them
  • In a class setting when the instructor is not asking questions, tend to whisper comments to themselves
  • Not trying to be disruptive and may not even realize they need to talk
• Tactile/Kinesthetic learners


  • Benefit much from a hands-on approach, actively exploring the physical world around them
  • May find it hard to sit still for long periods
  • May not benefit so much from the discussion or the written materials, and may become distracted by their need for activity and exploration
  • Tend to prefer "learning by doing," preferring the use of psychomotor skills to, say, abstract thinking skills
  • Tend to have good motor memory and motor coordination
• Analytic thinkers


  • Tend toward the linear, step-by-step processes of learning
  • Tend to see finite elements of patterns rather than the whole
  • More comfortable in a world of details and hierarchies of information
• Global thinkers


  • Lean towards non-linear thought
  • Tend to see the whole pattern rather than particle elements
  • Give attention only to the overall structure and sometimes ignore details
• Left-brain dominant individual


  Linear (analytic), verbal, mathematical thinker
• Right-brain dominant individual


  Global, non-linear, and holistic in thought preferences
• Characteristics of left-brain (analytic) thinkers

  • Verbal
  • Responds to word meaning
  • Sequential
  • Processes information linearly
  • Responds to logic
  • Plans ahead
  • Recalls people's names
  • Speaks with few gestures
  • Punctual
  • Prefers formal study design
  • Prefers bright lights while studying
• Characteristics of right-brain (global) thinkers

  • Responds to tone of voice
  • Random
  • Processes information in varied order
  • Responds to emotion
  • Impulsive
  • Recalls people's faces
  • Gestures when speaking
  • Less punctual
  • Prefers sound/music background while studying
  • Prefers frequent mobility while studying
• Multiple Intelligences


  Different intelligences that may be independent abilities - a person can be low in one domain area but high in another
• Multiple Intelligences


  • Visual/Spatial
  • Verbal/Linguistic
  • Mathematical/Logical
  • Bodily/Kinesthetic
  • Musical
  • Intrapersonal
  • Interpersonal
  • Naturalist
  • Existential
• Teachers should use their knowledge about thinking/learning style and multiple intelligences in planning activities to help their students to learn effectively
• Teachers can no longer just teach the textbook and it is 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

  • Use questions of all types to stimulate various levels of thinking
  • Provide a general overview of material to be learned
  • Allow sufficient time for information to be processed and then integrate using both the right-and left-brain hemispheres
  • Set clear purposes before any listening, viewing, or reading experience
  • Warm up before the lesson development
  • Use multisensory means for both processing and retrieving information
  • Use a variety of review and reflection strategies to bring closure to learning
  • Use descriptive feedback rather than simply praising
• The theory suggests that there are eight different types of intelligence, including linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist.
• Linguistic Intelligence is the ability to use language effectively both verbally and written
• Logical Mathematical Intelligence is the ability to reason logically, think abstractly, and solve mathematical problems
• Logical-Mathematical Intelligence involves reasoning, logic, and mathematical skills
• Each type of intelligence has its own strengths and weaknesses, which can impact how individuals process and retain information.
• Bodily Kinesthetic Intelligence is the ability to control one's body movements and handle objects skillfully
• Spatial Intelligence is the ability to perceive the world accurately and manipulate objects mentally