Learning Modalities& Styles

What are they?

• Modalities of Learning- are the paths in which a person learns most easily. Most people have one path that is clearly dominant but generally can learn through all three.

• Learning Style- A particular way in which the mind receives and processes information (Carter. C, Bishop, J., Kravits, 2006).

Questions to Frame the Topic

• From which teacher in your past have you learned the most? Why?

• Have you noticed that you learn better by doing, seeing or hearing? How has this helped or hurt you?

Learning Modalities• Visual – Thinks in pictures. Enjoys visual instructions,

demonstrations, and descriptions; would rather read a text than listen to a lecture; avid note-taker; needs visual references; enjoys using charts, graphs, and pictures.

• Auditory – Prefers verbal instructions; would rather listen

than read; often tapes lectures & listens to them in the car or at home; recites information out loud; enjoys talking, discussing issues, & verbal stimuli; talks out problems.

• Kinesthetic/Tactile – Prefers hands-on approaches to learning; likes to take notes & uses a great deal of scratch paper; learns best by doing something, by touching it, or manipulating it; learns best while moving or while in action; often does not concentrate well when sitting & reading.

Can You Match Gardner’s Eight Intelligences?

• Visual/Spatial• Verbal/Linguistic• Music / Rhythm • Logic / Math • Body / Kinesthetic • Interpersonal • Intrapersonal • Naturalistic

• Music Smart • Picture Smart • Environment Smart• Word Smart • Number Smart • People Smart • Body Smart • Self-Smart

Answer Key

• Visual/Spatial• Verbal/Linguistic• Music / Rhythm • Logic / Math • Body / Kinesthetic • Interpersonal • Intrapersonal • Naturalistic

• Picture Smart • Word Smart • Music Smart • Number Smart • Body Smart • People Smart • Self-Smart• Environment Smart

Lower Lower Upper UpperExtreme Quartile Median Quartile Extreme

VISUAL / SPATIAL

• Ability to understand spatial relationships and to perceive and create images (visual art/graphic design).

• Thinks in pictures; knows where things are in the house; loves to create images; best learns information with graphs, charts, pictures, and maps.

VERBAL / LINGUISTIC

• Ability to communicate through listening, reading, writing, and speaking.

• Likes to write; good at spelling; great at telling stories; loves to read books.

MUSIC / RHYTHM

• Ability to comprehend and create meaningful sound and recognize patterns (music, sensitivity to sound and patterns).

• Loves to sing, hum, and whistle; responds to music immediately; performs music.

LOGIC /MATH • Ability to understand

logical reasoning and problem solving (math, science, patterns, sequences)

• Can easily conceptualize; can easily reason, uses logic; good problem-solving skills; enjoys math and science.

BODY / KINESTHETIC • Ability to use the physical

body skillfully and to take in knowledge through bodily sensation (coordination).

• Learns through body sensation; moves around a lot; enjoys work involving the hands; graced with athletic ability.

INTERPERSONAL • Ability to relate to others,

noticing their moods, motivations, and feelings (social activity, cooperative learning, teamwork).

• Loves to communicate with other people; great leadership skills; has lots of friends; involved in extra curricular activities.

INTRAPERSONAL • Ability to understand one's

own behavior (self-awareness, independence, time spent alone).

• Has a deep awareness of his or her own feelings; very reflective; requires time to be alone; does not get involved with group activities on a regular basis.

NATURALISTIC • Ability to understand

features of the environment (ecosystems/environmental balance).

• Has interest in the environment and in nature; can easily recognize plants, animals, rocks, and cloud formations; may like hiking, camping, and fishing.

Useful Weblinks

• http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks1/ict/multiple_int/index.htm - Online MI Survey

• http://www.everythingdi.net/mitech/mi_tech.htm - Examples of applying MI

• http://www.newhorizons.org/strategies/mi/front_mi.htm - MI Overview & Resources

Bloom’s TaxonomyGardner’s Multiple

Intelligences

Knowledge Comprehension Application Analysis Evaluation Synthesis

Verbal-Linguistic Record at least 5 vocabulary words

that you found interesting.

Write a summary of the book or chapter

that you read.

Write a conversation between two

characters from your book.

Compare two characters from a novel or from your

text.

Choose two people from your text and

justify their actions.

Write a letter to the editor about your views on an issue

from the text.

Visual-Spatial

Draw a diagram and label the parts.

Summarize events from the text using a sequence ladder or

comic strip.

Research a person or event from the text and make a storyboard to explain your

findings.

Use a Venn Diagram to compare

characters or events from the text.

Develop a visual presentation to

justify the actions of a person in the text.

Use a Mind Map containing symbols

that represent a person from the text. Give the meaning of

each symbol.

Logica/-Mathematical

Place events from the text on a

timeline.

Explain in a flowchart the events

from the text.

Demonstrate an understanding of the

information in the text.

Diagram how the text represents

information that all students should

know.

Critique the motives of the people in the

text.

Determine how the author’s life may

have influenced the slant of the text.

Chart your findings.

Naturalist List things from the text that appeal to

each of the five senses.

Suggest a solution to a problem from

the text.

Demonstrate how nature played a role in events from the

text.

If a person from the text lived today, what

types of things would be found in his/her suitcase?

Rate the motives of a person from the text.

Explain the rating scale.

Hypothesize what might have changed if the person were in

a different environment.

Bloom’s TaxonomyGardner’s Multiple

Intelligences

Knowledge Comprehension Application Analysis Evaluation Synthesis

Musical Write a song to tell the important

information contained in the text,

Explain events from the text using a rap

song.

Dramatize events from the text using

the appropriate musical background.

Compare two people or events from the

text by writing a jingle for each.

Justify a character’s views or actions

through the lyrics of a song.

Compose a musical composition that

represents the characteristics of a person in the text.

Bodily-Kinesthetic

Act out a vocabulary word from the text.

Create a skit to summarize a section

of the text.

Organize information from the text using a

living timeline.

Classify information from the text using a

tactile sort.

Rate the importance of text information by moving to a specified

area of the room.

Compose a dance or group of movements

to reteach text information.

Intrapersonal List vocabulary from the text in a learning

log.

Write a belief statement from the point of view of a person in the text.

Interpret and illustrate information

from the text in journal format.

Examine information from the text that

might be applicable to your life. Explain

in diary format.

Select events from the text that you can connect to your life.

Create a diary from a character’s point of

view.

Interpersonal In a small group or with a partner,

discuss information from the text.

Explain events from the text to a partner.

With a partner, create a position statement for a person from the

text.

Compare and contrast people from

the text through a character interview.

With a partner, debate the motives of

characters or events from the text.

In a small group, design an activity to teach the important information in the

text.

REFERENCES

• Carter. C, Bishop, J., Kravits, S.L. (2006). Keys to success: Building successful intelligence for college, career, and life. Upper Saddle River, NJ: Pearson Education, Inc.

• Sherfield, R.M., Montgomery, R. J., Moody, P.G. (2005). Cornerstone: Building on your best. Upper Saddle River, NJ: Pearson Education, Inc.

• http://daretodifferentiate.wikispaces.com/Choice+Boards. Retrieved February 18, 2010