EDUC160: Facilitating Learner-Centered Teaching
Learning/ Thinking Styles
and Multiple Intelligences
Objectives
• Describe the learning / thinking styles and
multiple intelligences
• Pinpoint your own learning / thinking style/s and
multiple intelligences
• Plan learning activities that match learners’
learning / thinking styles and multiple
intelligences
Learning / Thinking Styles
•These refers to the preferred way of
an individual processes information
•These describes a person’s typical
mode of thinking, remembering or
problem solving
Perspectives About Learning –
Thinking Styles
• Sensory Preferences
• Global – Analytic Continuum
Sensory Preferences
• Individuals tend to gravitate toward one or two
types of sensory input and maintain a
dominance in one of the types of learners
Types of Learners (Sensory
Preferences)
•Visual Learner
•Visual – iconic
•Visual - Symbolic
Types of Learners (Sensory
Preferences)
•Auditory Learner
•Listener
•Talker
•Tactile / Kinesthetic Learner
Global – Analytic Continuum
• Global thinkers lean towards
non-linear thought and tend
to see the whole pattern
rather than particular
elements.
• They tend to be the “forest
seers” who give detail to
overall structure and
sometimes ignore details
Global – Analytic Continuum
• Analytic thinkers tend toward the
linear, step-by-step process 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 – Analytic
Continuum can be
referred to as the
left/brain – right brain
continuum
Left - Brain
• They are called as successive processor
• They prefer to learn in a step-by-step sequential
format, beginning with details leading to a
conceptual understanding of a skill
Right - Brain
• They are called as simultaneous processor
• They prefer to learn beginning with a general
concept and then going on to specifics.
Comparison of Left Brain and Right Brain
LEFT BRAIN RIGHT BRAIN
Verbal Visual
Responds to word meaning Responds to tone of voice
Sequential Random
Process information linearly Processes information in varied order
Responds to logic Responds to emotion
Plans ahead Impulsive
Recalls people’s names Recalls people’s faces
Speaks with few gestures Gestures when speaking
Punctual Less punctual
Prefers formal study design Prefers sound / music background while studying
Prefers bright lights while studying Prefers frequent mobility while studying
Multiple INtelligences
• Howard Gardner
• He defines intelligence as “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”
Multiple
Intelligence
EDUC160: Facilitating Learner-Centered Teaching
Learners with
Exceptionalities
Objectives
• Describe the basic categories of exceptional
learners
• Define and distinguish the term disability and
handicap
• Demonstrate “people first” language when
referring to exceptional learners and advocate
for its use
As a future teacher, you would
probably encounter learners with
special needs. It is therefore
necessary that you have both the
right information and proper
attitude in dealing with special
learners
Disability vs. Handicap
Categories of Exceptionalities
• Specific Cognitive or Academic Difficulties
• Social / Emotional and Behavioural Difficulties
• Physical Disabilities and Health impairments
• Sensory Impairments
• Giftedness
Specific Cognitive or Academic
Difficulties
• Learning Disabilities
• Dyslexia
• Dyscalculia
• Dysgraphia
• Attention – Deficit Hyperactivity Disorder
• Speech and Communication Disorder
Social / Emotional and Behavioural
Difficulties
• Autism
• Mental Retardation
• Emotional / Conduct Disorder
Physical Disabilities and Health
Impairments
• Physical and Health impairments
• Severe and multiple disabilities
Sensory Impairments
• Visual impairments
• Hearing Impairments
Giftedness
People-First Language
• This language trend involves putting
the person first, not the disability. Thus,
people first language tells us what
conditions people have, not what they
have.
