Learning Styles and Multiple Intelligences

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Learning Styles and Multiple Intelligences

• How We Learn

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Learning Styles

• are the unique ways in which individuals go about
  gathering information, sorting it out, and making
  decisions
• knowing and understanding how you use your
  learning style is an insightful and useful tool
• the major abilities include felling, observing,
  thinking, and doing a combination of any two is
  a learning style

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Four Learning Styles

• inventories ask individuals to react to four
  different dimensions of learning- feeling,
  observing, thinking, and doing
• plotting the responses on a grid enables us to
  determine the four learning styles- enthusiastic,
  imaginative, logical, and practical

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Enthusiastic Learners

• combine feeling and doing
• get involved with lots of new activities
• operate on a gut reaction
• depend on others opinions, feelings, and
  information
• involve and inspire others
• seek out new experiences
• like risks, excitement, and change
• dislike routines
• adopt well to situations
• are impulsive
• learn by doing

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Imaginative learners

• combine feeling and observing
• see the whole picture
• use imagination
• create with emotions aesthetic interest
• are oriented to relationships with people
• observe and ask questions
• are good at imagining themselves in different
  situations
• are casual, calm, friendly
• avoid conflict can not be pushed until ready
• like assurance from others
• learn by listening and sharing ideas or by
  modeling

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Practical learners

• combine thinking and doing
• apply ideas to solve problems
• make use of theories
• search and solve
• test hypotheses objectively
• are unemotional
• use logic and take action
• speculate on alternatives
• like to be in control
• set up projects, pilots with research
• act independently then seek feedback
• use factual data
• are responsible take action
• learn by testing probabilities and drawing
  conclusions

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Logical learners

• combine observing and thinking
• are good theory builders
• put ideas together to form new models
• synthesize
• are organized
• redesign, retest, and digest
• calculate the probabilities
• react slowly and want facts
• work independently
• avoid over involvement
• analyse and critique
• are rational, logical, and complete
• learn by thinking through ideas individually and
  organizing a plan or odel

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Our Home Style

• have all four learning styles
• often rely on one or two predominantly
• need to use our best style to learn effectively
• teachers should try to determine the individual
  styles and plan accordingly

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Multiple Intelligences

• a theory that emerged from the studies of Howard
  Gardner and Project Zero (Harvard)
• states that intelligence is a pluralistic
  phenomenon
• eight intelligences have been identified-
  logical-mathematical visual-spatial
  bodily-kinesthetic musical-rhythmic naturalist
  interpersonal intrapersonal and
  verbal-linguistic
• posits that all individuals are capable of all
  intelligences but that some develop more than
  others

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Logical Mathematical Intelligence

• referred to as scientific thinking
• deals with inductive and deductive thinking,
  reasoning, numbers, and the recognition of
  abstract patterns
• characterized by ability to use abstract symbols
  and formulae, calculate, decipher codes, work
  with graphic organizers, create/solve puzzles,
  analyse statistics, and problem solve

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Visual-Spatial Intelligence

• relies on the sense of sight and being able to
  visualize objects
• includes the ability to create internal mental
  images and pictures
• characterized by the ability to actively imagine
  connections, associate colours and textures,
  draw, visualize, mind map, create
  collages/montages, paint, create abstract
  patterns/designs, pretend/fantasize, and sculpt

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Bodily-Kinesthetic Intelligence

• related to physical movement and knowing the body
  including the motor cortex which controls bodily
  motion
• typified by use of body language/gestures,
  tableaux, ability to choreograph dance, gymnastic
  routines, create models to show how something
  works, create physical routines, perform
  skits/role play/mime, or create/perform sports
  games

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Musical-Rhythmic Intelligence

• based on the recognition of tonal patterns
  including environmental ones and on a sensitivity
  to rhythm and beat
• characterized by the ability to use natural
  sounds, use instrumental sounds, compose/create
  music, perform music, understand percussion
  vibrations, use raps to communicate, produce
  rhythm/beats, create songs, recognize tone
  dimensions, and produce vocal sounds/tones

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Naturalist Intelligence

• deals with the recognition, appreciation, and
  understanding of flora and fauna
• characterized by the ability to recognize
  patterns in the universe, care for
  plants/animals, conserve in nature, appreciate
  the environment, perform hands-on labs, utilize
  field trips, observe nature, simulate nature,
  classify species, use sensory stimulation
  exercises

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Interpersonal Intelligence

• operates primarily through person-to-person
  communications and relationships
• characterized by the ability use collaborative
  skills, use cooperative learning strategies,
  offer sensitive feedback, work in groups, be
  intuitive, jigsaw, communicate person-to-person,
  receive feedback, sense other peoples motives

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Intrapersonal Intelligence

• relates to inner states of being, self
  reflection, and meta-cognition as well as an
  awareness of spiritual realities
• characterized by the ability to alter ones state
  of consciousness, process personal emotions,
  focus/concentrate, reason at a higher order, know
  oneself, think about ones own thinking
  (metacognition), pay conscious attention to ones
  own life experiences, reflect silently, apply
  appropriate thinking strategies

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Verbal-Linguistic Intelligence

• relates to words and language
• characterized by the ability to write creatively,
  make verbal presentations, use humour, speak in
  an impromptu manner, trace ones own thoughts in
  writing, create poetry, read effectively,
  storytell, debate convincingly, and learn/use new
  vocabulary

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Teaching the Multiple Intelligences

• try to assess individual styles
• attempt to plan lessons and units that address a
  variety of learning styles/intelligences
• provide resources for each of the different
  intelligences
• provide opportunities for students to present
  utilizing a variety of formats