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 Upper Extreme 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 extracurricular 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
Gardner’s Multiple Intelligences Knowledge Application Analysis Bloom’s Taxonomy Gardner’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.
Gardner’s Multiple Intelligences Knowledge Application Analysis Bloom’s Taxonomy Gardner’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