Chapter 4
Learning Styles
Personality assessment
Sabiduria
• Two sides of learning
– Knowledge
– Wisdom
Your brain
• Brain function
contributes to
learning
The brain & learning
• 3 lbs
• Control center
– Think
– Feel
– Act
• Where learning
takes place
Hardworking brain
• Involuntary
functions
• Balance
• Voluntary actions
• Emotional reactions
• Reasoning & thinking
• Interpret senses
Brain Zones
• The brain stem
– Connects brain to spinal
cord
– Control basic functions
• Cerebellum
– Balance & coordination
• Cerebrum
– High-level functioning
– Voluntary movements
The Cerebrum – A house divided
• 2 hemispheres
– Left
• Language
• Logic
• Right side of the body
– Right
•
•
•
•
Art & music
Imagination
Non-verbal
Left side of the body
On a cellular level
• Functional unit of the
brain
– Neuron
– Receive and send
messages
– Nerve impulse travels
200 miles an hour
Making connections
• Learn  connections
between neurons
• Learn  FASTER
Keep your brain healthy
• Diet impacts
brain
performance
Learning Styles
• “a particular way in which the mind receives
and processes information”
How can you discover your learning
style?
• http://learning-stylesonline.com/inventory/#online
• Pg 116 of your text book
What is the value of learning style
assessments?
• Maximize strengths
• Compensate for weaknesses
• ID’s
– Best way to study
– Manage time
– Remember material
• General guide
How do I put assessment results in
perspective?
• Remember – snapshot
• No right answers
• Try different approaches 
– analyze results
• Multiple pathways
Multiple Intelligence Pathways
• Howard Gardner
Multiple Intelligence Pathways
•
•
•
•
•
•
•
•
Verbal-Linguistic
Logical-Mathematical
Bodily-Kinesthetic
Visual-Spatial
Interpersonal
Intrapersonal
Musical
Naturalistic
Verbal - Linguistic
• Ability to communicate
through language
(listening, reading,
writing, speaking)
Logical-mathematical
• Ability to understand
logical reasoning and
problem solving (math,
science, patterns
sequences)
Bodily-Kinesthetic
• Ability to use the
physical body skillfully
and to take in
knowledge through
bodily sensation
(coordination, working
with hands)
Visual-Spatial
• Ability to understand
spatial relationships and
to perceive and create
images (visual arts,
graphic design, charts
and maps)
Interpersonal
• Ability to relate to
others, noticing their
moods, motivations and
feelings (social activity,
cooperative learning,
teamwork)
Intrapersonal
• Ability to understand
one’s own behavior and
feelings
Musical
• Ability to comprehend
and create meaningful
sound and recognize
patterns (music,
sensitivity to sound and
patterns)
Naturalistic
• Ability to identify,
distinguish, categorize
and classify species or
items, often
incorporating high
interest in elements of
the natural
environment
Who do you think you are?
A. Verbal-linguistic
B. Logical-mathematical
C. Bodily-Kinesthetic
D. Visual-spatial
E. None of these
Who do you think you are?
A. Interpersonal
B. Intrapersonal
C. Musical
D. Naturalistic
E. None of these
Take & Score the Assessment Test
Page 115-116
Verbal - Linguistic
SKILLS
• Analyzing own use of
language
• Remembering terms easily
• Explaining, teaching,
learning using humor
• Understanding syntax and
work meaning
• Convincing someone to do
something
STUDY TECHNIQUES
• Read text; highlight no more
than 10%
• Rewrite notes
• Outline chapters
• Teach someone else
• Recite information or write
scripts / debates
Logical-mathematical
SKILLS
• Recognizing abstract
patterns
• Reasoning inductive and
deductively
• Discerning relationships &
connections
• Performing complex
calculations
• Reasoning scientifically
STUDY TECHNIQUES
• Organize material logically
• Explain material
sequentially to someone
• Develop systems and find
patterns
• Write outlines and develop
charts and graphs
• Analyze information
Bodily-Kinesthetic
SKILLS
• Connecting mind and body
• Controlling movement
• Improving body functions
• Expanding body awareness
to all senses
• Coordinating body
movement
STUDY TECHNIQUES
• Move or rap while you
learn; pace and recite
• Use “method of loci” or
manipulative
• Move fingers under words
while reading
• Create “living sculptures”
• Act out scripts of material,
design games
Visual-Spacial
SKILLS
• Perceiving and forming
objects accurately
• Recognizing relationships
between objects
• Representing something
graphically
• Manipulating images
• Finding one’s way in space
STUDY TECHNIQUES
• Develop graphic organizers
for new material
• Draw mind maps
• Develop charts and graphs
• Use color in notes to
organize
• Visualize material (method
of loci)
Interpersonal
SKILLS
• Seeing things from other’s
perspectives
• Cooperating within a group
• Communicating verbally
and nonverbally
• Creating and maintaining
relationships
STUDY TECHNIQUES
• Study in a group
• Discuss information
• Use flash cards with others
• Teach someone else
Intrapersonal
SKILLS
• Evaluating own thinking
• Being aware of and
expressing feelings
• Understanding self in
relation to others
• Thinking and reasoning on
higher levels
STUDY TECHNIQUES
• Reflect on personal
meaning of information
• Visualize information / keep
a journal
• Study in quiet settings
• Imagine experiments
Musical
SKILLS
• Sensing tonal qualities
• Creating/enjoying melodies,
rhythms
• Being sensitive to sound &
rhythms
• Using “schemas” to hear
music
• Understanding the structure
of music
STUDY TECHNIQUES
• Create rhythms out of
words
• Beat out rhythms with hand
or stick
• Play instrumental
music/write raps
• Put new material to songs
you already know
• Take music breaks
Naturalistic
SKILLS
• Ability to categorize
something as a member of
a group or species
• Ability to distinguish items
in a group from one another
STUDY TECHNIQUES
• Break down information
into categories
• Look for relationships
among ideas, events facts
Other learning variables
Scope of thought
Scope of thought
Global Learner
• “See the big picture”
• “How things relate to each
other”
– Summarize your notes
– Draw conclusions
– Sketch diagrams to show how
things come together
– Come up with questions
about the topics covered in
class
Detail learner
• “Learn in logical patterns”
• “Like strict outlines”
– Summarize notes with
bulleted points
– Draw diagrams to relate small
pieces of into to larger
themes
– Make to-do lists for self
– Write questions down during
class
– Think of examples to illustrate
details