SESSION 2.

Learning Styles and Multiple Intelligences

Activity 1. Read the quotation and comment on what consequences it has for teaching.

Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life
believing that it is stupid.

Albert Einstein

Activity 2. Study an overview of the Myers-Briggs Type Indicator

https://www.verywellmind.com/the-myers-briggs-type-indicator-2795583 and
choose the types that describe you best of all within the given oppositions:
 Extraversion (E) – Introversion (I);
 Sensing (S) – Intuition (N)
 Thinking (T) – Feeling (F)
 Judging (J) – Perceiving (P)

Activity 3. Complete Learning Style Questionnaire. Read each sentence carefully and consider how
often the sentence applies to you, according to the chart below. Put the figure on the line in front of
each statement. Please respond to all questions.

1 2 3

Never applies to me. Sometimes applies to me. Often applies to me.

SECTION ONE:

1. _____I enjoy doodling and even my notes have lots of pictures and arrows in them.
2. _____I remember something better if I write it down.
3. _____I get lost or am late if someone tells me how to get to a new place, and I don’t write down
the directions.
4. _____When trying to remember someone’s telephone number, or something new like that, it
helps me to get a picture of it in my mind.
5. _____If I am taking a test, I can “see” the textbook page and where the answer is located.
6. _____It helps me to look at the person while listening; it keeps me focused.
7. _____Using flashcards helps me to retain material for tests.
8. _____It’s hard for me to understand what a person is saying when there are people talking or
music playing.
9. _____It’s hard for me to understand a joke when someone tells me.
10. _____It is better for me to get work done in a quiet place.
Total______

SECTION TWO:

1. _____My written work doesn’t look neat to me. My papers have crossed-out words and
erasures.
2. _____ It helps to use my finger as a pointer when reading to keep my place.
3. _____ Papers with very small print, blotchy dittos or poor copies are tough on me.
4. _____ I understand how to do something if someone tells me, rather than having to read the
same thing to myself.
5. _____ I remember things that I hear, rather than things that I see or read.
6. _____ Writing is tiring. I press down too hard with my pen or pencil.
7. _____ My eyes get tired fast, even though the eye doctor says that my eyes are ok.
8. _____ When I read, I mix up words that look alike, such as “them” and “then,” “bad” and “dad.”
 9. _____ It’s hard for me to read other people’s handwriting.
10. _____ If I had the choice to learn new information through a lecture or textbook, I would choose
to hear it rather than read it.

Total______

SECTION THREE:

1. _____ I don’t like to read directions; I’d rather just start doing.
2. _____ I learn best when I am shown how to do something, and I have the opportunity to do it.
3. _____ Studying at a desk is not for me.
4. _____ I tend to solve problems through a more trial-and-error approach, rather than from a
step-by-step method.
5. _____ Before I follow directions, it helps me to see someone else do it first.
6. _____ I find myself needing frequent breaks while studying.
7. _____ I am not skilled in giving verbal explanations or directions.
8. _____ I do not become easily lost, even in strange surroundings.
9. _____ I think better when I have the freedom to move around.
10. _____ When I can’t think of a specific word, I’ll use my hands a lot and call something a “what-
cha-ma-call-it” or a “thing-a-ma-jig.”
Total______

SCORING. Now, add up the scores for each of the three sections and record below. The maximum score
in any section is 30 and the minimum score is 10. Note the preference next to each section.

Section One score: _____(Visual)

Section Two score: ______(Auditory)

Section Three score: ______(Kinesthetic)

EVALUATING THE LEARNING STYLE QUESTIONNAIRE. The section with the highest score indicates your
preferred learning channel. The higher the score, the stronger the preference. If you have relatively
high scores in two or more sections, you probably have more than one strength. If the scores in the
sections are roughly equal, you probably do not have a preferred learning channel; you are a multi-
sensory learner.

Activity 4. Ascribe characteristics to visual (V), auditory (A) or kinesthetic (K) learners.

1. PREFERRED LEARNING STYLE:

_____Learns through verbal instructions from self or others.

_____Learns by doing and direct involvement.

_____Learns by seeing or watching demonstrations.

2. SPELLING:

_____ Recognizes words by sight; relies on configurations of words.

_____ Is often a poor speller; writes words to determine if they “feel” right.

_____ Uses a phonics approach has auditory word attack skills.

3. HANDWRITING

_____ Has more difficulty learning at initial stages; tends to write lightly.
_____ Tends to be good, particularly when young; spacing and size are good; appearance is important.

_____ Good initially, but deteriorates when space becomes smaller; pushes harder on writing
instrument.

4. READING

_____ Prefers stories where action occurs early; fidgets while reading; not an avid reader.

_____ Likes description; sometimes stops reading to stare into space and imagine scene; intense
concentration.

______ Enjoys dialogue and plays; avoids lengthy descriptions; unaware of illustrations; moves lips or
sub-vocalizes.

5. MEMORY

______ Remembers names, but forgets faces; remembers by auditory repetition.

______ Remembers best what was done, but not what was seen or talked about.

______ Remember faces, but forgets names; writes things down; takes notes.

6. IMAGERY

______ Vivid imagination; thinks in pictures; visualizes in detail.

______ Imagery not important; images that do occur are accompanied by movement.

______ Sub-vocalizes; imagines things in sounds; details are less important.

7. PROBLEM SOLVING

______ Attacks problem physically; impulsive; often selects solution involving greatest activity.

______ Deliberate; plans in advance; organizes thoughts by writing them; lists problems.

______ Talks problems out; tries solutions verbally or sub-vocally; talks self through problems.

8. RESPONSE TO NEW SITUATIONS

______ Talks about situation; discusses pros and cons of what to do.

______ Tries things out; touches, feels or manipulates.

______ Looks around or examines structure.

9. DISTRACTABILITY

______ Easily distracted by sounds.

______ Not attentive to visual or auditory presentation so may seem distracted.

______ Unaware of sounds; distracted by movement.

10. RESPONSE TO PERIODS OF INACTIVITY

______ Hums, talks to self, or talks to others.

______ Fidgets or finds reasons to move.

______ Stares or doodles; finds something.

Activity 5. Field-dependent and field-independent. Read about another classification of learners’
approaches and fill in the table with traits of field-dependent and independent learners.

Another way in which students can differ in their approach to learning is in terms of the field-
independent versus the field-dependent approach. Students who adopt an independent approach tend
to work in a systematic, essentially linear way, and tend to approach a complicated task by breaking it
down into a series of sub-tasks, mastering each of these separately, and then combining them in order
to master the task as a whole. Students who adopt a field-dependent approach, on the other hand, tend
to work best by tackling a task as an integrated whole right from the start.

Clearly, both approaches have their applications, and students should be encouraged to cultivate both
styles, choosing the approach that is most appropriate for any given situation. When examining a
specific area in great depth, for example, an independent approach is probably best; when examining a
topic in its overall context, on the other hand, a field-dependent approach would probably be more
effective. Problem-solving calls for a combination of the approaches.

Field-independent Field-dependent

1. work impulsively according to mood and interest

2. work systematically, one step at a time
3. focus broadly on a task in the context of the overall programme
4. look first at details and evidence
5. look first at the overall picture
6. impose a personal interpretation on all evidence
7. are cautious about accepting the explanation offered
8. prefer 'free-wheeling' coaching and teaching
9. focus narrowly on the specific material being studied
10. find too many examples and illustrations distracting
11. enjoy tightly-structured coaching and teaching
12. thrive on a rich supply of analogies and anecdotes

Activity 6. Read the text about learning styles and multiple intelligencies and answer the questions
below.

1. What is the theory of learning styles based upon?

2. What does the theory of multiple intelligences have its roots in?
3. What is the main difference between these theories?
4. Are the theories contradictory?
5. What are the main intelligences taken into account in modern education?
6. Which ones are necessary for a future EFL teacher?

Learning Styles and Multiple Intelligences

In the 20th century, two great theories have been put forward in an attempt to interpret human
differences and to design educational models around these differences. Learning-style theory has its
roots in the psychoanalytic community; multiple intelligences theory is the fruit of cognitive science and
reflects an effort to rethink the theory of measurable intelligence embodied in intelligence testing.

Both, in fact, combine insights from biology, anthropology, psychology, medical case studies, and an
examination of art and culture. But learning styles emphasize the different ways people think and feel as
they solve problems, create products, and interact. The theory of multiple intelligences is an effort to
understand how cultures and disciplines shape human potential. Though both theories claim that
dominant ideologies of intelligence inhibit our understanding of human differences, learning styles are
concerned with differences in the process of learning (how individuals absorb information, think about
information, and evaluate the results), whereas multiple intelligences center on the content and
products of learning. Learning styles are not fixed throughout life, but develop as a person learns and
grows. Most people's styles flex and adapt to various contexts, though to differing degrees.

Much has been written about the nature of intelligence. In 1927, Charles Spearman was one of the first
to claim that there were specific abilities that supplemented general intelligence. This, he said, was why
certain people performed better on different tasks.

However, it was J.P. Guilford and Howard Gardner who were the psychologists who put forth the theory
of multiple intelligences the way it is understood in education today. Gardner's model is backed by a rich
research base that combines physiology, anthropology, and personal and cultural history. This
theoretical depth is sadly lacking in most learning-style models. Moreover, Gardner's intelligences are
not abstract concepts, but are recognizable through common life experiences.

There are eight types of intelligence: linguistic, musical, spatial, logical/mathematical, kinesthetic,
interpersonal, intrapersonal, and naturalist. Some argue the addition of existential intelligence.

1. Linguistic Intelligence
Students with linguistic intelligence are great at language. They can hear the sounds and rhythms of
words. They love language, whether it's reading, writing, or speaking. These are the future writers,
poets, journalists, and public speakers of the world.
2. Musical Intelligence
These students are the ones who drum on the desk or are always humming a tune. They hear music in
everything and love to produce music in whatever way they can. These are the future musicians,
composers, producers, and symphony conductors of the world.
3. Spatial Intelligence
Students with spatial intelligence are the ones who can learn the layout of their new school in under a
day. They understand how things are put together and have amazing memory for them. These are the
future sculptors, tour guides, and navigators of the world.
4. Logical / Mathematical Intelligence
These are the number whiz kids. They can easily pick up the patterns and long chains of reasoning
necessary to succeed in mathematics or logic puzzles. They are the world's future scientists, engineers,
and mathematicians.
5. Kinesthetic Intelligence
That kid that can't sit still? You can't manage to get him to learn math but when you see him on the
soccer field, he's a champ and a leader for his team. This is the kinesthetic learner – a future athlete,
dancer, or choreographer.
6. Interpersonal Intelligence
Students with interpersonal intelligence understand other people. They can pick up on your mood
before you've even noticed it yourself. They understand why people act the way they do. These are the
future teachers, therapists, and salespeople of the world.
7. Intrapersonal Intelligence
You might call these students the introverts. They have a deep understanding of who they are and who
they want to be. They recognize their feelings and motivations at a level much more advanced than your
other students. These are the future philosophers and writers of the world.
8. Naturalist Intelligence
He's the one keeping your classroom plants alive after you nearly killed them. Naturalists have an innate
relationship with plants and animals and understand the balance of nature. These are the future
farmers, hunters, and landscapers of the world.

There are some gaps in multiple intelligence theory that limit its application to learning. The theory has
grown out of cognitive science and does not give psychological affect and individual personality central
roles in understanding differences in learning.

As all teachers know, we must ultimately consider differences at the individual level. Learning styles,
with their emphasis on differences in individual thought and feeling, are the tools we need to describe
and teach to these differences.

Learning styles’ emphasis on the individual learning process and Gardner’s content-oriented model of
multiple intelligences are surprisingly complementary. Without multiple intelligence theory, style is
rather abstract, and it generally undervalues context. Without learning styles, multiple intelligence
theory proves unable to describe different processes of thought and feeling. Each theory responds to
the weaknesses of the other; together, they form an integrated picture of intelligence and difference.

Adapted from: http://www.teachercertification.org/a/learning-styles-and-multiple-intelligences.html

http://www.ascd.org/publications/educational-leadership/sept97/vol55/num01/Integrating-Learning-
Styles-and-Multiple-Intelligences.aspx
Activity 7. Using the statements from the banks below fill in the last two columns in the table.

Learns best through:

 Working alone, having space, reflecting, doing self-paced projects

 Working with relationships and patterns, classifying, categorizing, working with the abstract
 Touching, moving, knowledge through bodily sensations, processing body language
 Comparing, relating, sharing, interviewing, cooperating
 Hearing and seeing words, speaking, reading, writing, discussing and debating
 Rhythm, singing, melody, listening to music and melodies
 Working in nature, exploring living things, learning about plants and natural events
 Working with pictures and colors, visualizing, using the mind’s eye, drawing

Needs:

 LEGOs, video, movies, slides, art, imagination games, mazes, puzzles, illustrated books, trips
to art museums, etc.
 Sing-along time, trips to concerts, music playing at home and school, musical instruments,
etc.
 Order, connections to real life and science issues, same/different patterns
 Things to think about and explore, science materials, trips to the planetarium and science
museum, etc.
 Secret places, time alone, self-paced projects, choices, etc.
 Role-play, things to build, movement, sports and physical games, tactile experiences, hands-
on learning, etc.
 Books, tapes, paper diaries, writing tools, dialogue, discussion, debates, stories, etc.
 Friends, group games, social gatherings, community events, clubs, mentors/ apprenticeships,
etc.
Intelligence Strengths Preferences Learns best Needs
through
Area

Verbal / Writing, reading, Write, read, tell

memorizing dates, stories, talk,
Linguistic thinking in words, memorize, work
telling stories at solving puzzles

Mathematical/ Math, logic, Question, work

problemsolving, with numbers,
Logical reasoning, experiment, solve
manipulative
problems
patterns

Visual / Maps, reading Draw, build,

charts, drawing, design, create,
Spatial mazes, puzzles, daydream, look at
imagining
pictures
things,visualization

Bodily / Athletics, dancing, Move around,

crafts, using tools, touch and talk
Kinesthetic acting

Musical Picking up sounds, Sing, play an

remembering instrument, listen
melodies, to music, hum
rhythms, singing

Interpersonal Leading, Talk to people,

organizing, have friends, join
understanding groups
people,
communicating,
resolving conflicts,
selling

Intrapersonal Recognizing Work alone,

strengths and reflect, pursue
weaknesses, interests
setting goals,
understanding self
Naturalistic Understanding Be involved with
nature, making nature, make
distinctions, distinctions
identifying flora
and fauna