Introduction-to-Learning-and-Thinking-Styles.pdf

INTRODUCTION 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. ...

INTRODUCTION 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.  ADVANCE ORGANIZER STUDENT DIVERSITY LEARNING/THINKING MULTIPLE INTELLIGENCES STYLES VISUAL/SPATIAL BRAIN HEMISPHERES (PICTURE SMART) SENSORY PREFERENCES ICONIC VERBAL/LINGUISTIC LEFT BRAIN (WORD SMART) VISUAL LEARNERS (ANALYTIC) SYMBOLIC LOGICO-MATHEMATICAL TALKERS NUMBER/LOGIC SMART AUDITORY LEARNERS RIGHT BRAIN (GLOBAL) BODILY/KINESTHETIC LISTENERS (BODY SMART) TACTILE/KINESTHETIC LEARNERS MUSIC SMART INTERPERSONAL INTRAPERSONAL NATURALISTIC EXISTENTIAL VISUAL PREFERENCES Individuals tend to gravitate toward one or two types of sensory input and maintain a dominance in one of the following types: VISUAL LEARNERS These learners must see their teacher's actions and facial expressions to fully understand the content of a lesson. They tend to prefer sitting in front so no one would block their view. AUDITORY LEARNERS They learn best through verbal lectures, discussions, talking things through and listening to what others have to say. They interpret the underlying meanings of speech through listening to tone of voice, pitch, speed and other nuances. AUDITORY LEARNERS Auditory learners also fall into two categories: LISTENERS This is the more common type. Listeners' most likely do well in school. Out of school too, 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/KINESTHETIC Persons benefit much from a hands-on approach, actively exploring the physical world around them. TACTILE/KINESTHETIC Persons benefit much from a hands-on approach, actively exploring the physical world around them. GLOBAL – ANALYTIC CONTINUUM ANALYTIC Analytic thinkers tend toward the linear, step-by-step processes of learning. They are the "tree seers", more comfortable in a world of details and hierarchies of information.  GLOBAL Global thinkers lean towards non-linear thought 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. In accordance with Roger Sperry's model, the brain has two hemispheres, The Left and Right Hemisphere. LEFT-BRAIN: RIGHT-BRAIN: linear global, non- (analytic), linear, holistic in verbal, thought mathematical preferences. thinker  MULTIPLE INTELLIGENCES MULTIPLE INTELLIGENCES First describe by Howard Gardner in Frames of Mind. MULTIPLE INTELLIGENCES 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 INTELLIGENCES 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. 9 DISTINCTS FORM OF INTELLIGENCE MULTIPLE INTELLIGENCES Visual/Spatial Intelligence (Picture Smart)- Learning visually and organizing ideas spatially. MULTIPLE INTELLIGENCES Verbal/Linguistic (Word Smart)- Learning through the spoken and written word. MULTIPLE INTELLIGENCES Mathematical/Logical (Number Smart/Logical Smart)- Learning through reasoning and problem solving. MULTIPLE INTELLIGENCES Mathematical/Logical (Number Smart/Logical Smart)- Learning through reasoning and problem solving. MULTIPLE INTELLIGENCES Bodily/Kinesthetic (Body Smart) Learning through interaction with one's environment. MULTIPLE INTELLIGENCES MUSICAL INTELLIGENCE - Learning through patterns, rhythms, and music. MULTIPLE INTELLIGENCES INTRAPERSONAL INTELLIGENCE (Self smart)- Individuals who are strong in intrapersonal intelligence are good at being aware of their emotional states, feelings and motivations. MULTIPLE INTELLIGENCES 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. MULTIPLE INTELLIGENCES NATURALIST INTELLIGENCE (Nature Smart)- learning through classification, categories and hierarchy. It is not simply the study of nature; it can be used in all areas of study. MULTIPLE INTELLIGENCES EXISTENTIAL INTELLIGENCE (Spirit smart)- learning by seeing the “big picture”, “Why are we here?”, “What is my role in the world?”. This intelligence seeks connections to the real world understanding and application of new learning. MULTIPLE INTELLIGENCES EXISTENTIAL INTELLIGENCE (Spirit smart)- learning by seeing the “big picture”, “Why are we here?”, “What is my role in the world?”. This intelligence seeks connections to the real world understanding and application of new learning.  TEACHING STRATEGIES  1. Use questions of all types to stimulate various levels of thinking from recalling factual information to drawing implications and making value judgments. 2. Provide a general overview of material to be learned, i.e., structured overviews, advance organizers, etc., so that students' past experiences will be associated with the new ideas.  3. Allow sufficient time for information to be processed and then integrate using both the right-and left-brain hemispheres. 4. Set clear purposes before any listening, viewing or reading. experience. 5. Warm up before the lesson development by using brainstorming, set induction, etc. 6. Use multisensory means for both processing and retrieving information. (Write directions on the board and give them orally. 7. Use a variety of review and reflection strategies to bring closure to learning (writing summaries, creating opinion surveys, etc.  8. Use descriptive feedback rather than simply praising