9. DIFFERENCES BETWEEN ANALYTIC AND GLOBAL LEARNERS
LEFT BRAIN (ANALYTIC) RIGHT BRAIN (GLOBAL)
SUCCESSIVE HEMISPHERE SIMULTANEOUS HEMISPHERE
1. Verbal 1. Visual
2. Responds to word meaning 2. Responds to tone of voice
3. Sequential 3. Random
4. Processes information linearly 4. Processes information in varied orders
5. Responds to logic 5. Responds to emotions
6. Plans ahead 6. Impulsive
7. Recalls people’s name 7. Recalls people’s faces
8. Speaks with few gestures 8. Gestures when speaking
9. Punctual 9. Less punctual
10. Prefers formal study design 10. Prefers sound/music background while studying
11. Prefers bright lights while studying 11. Prefers frequent mobility while studying
12. For example, if you’re teaching or learning about the law of supply
and demand in economics, you might read about it (linguistic),
study mathematical formulas that express it (logical-
examine a graphic chart that illustrates the principle (spatial),
observe the law in the natural world (naturalist) or in the
world of commerce (interpersonal); examine the law in terms of
your own body [e.g. when you supply your body with lots of food,
the hunger demand goes down; when there’s very little supply,
your stomach’s demand for food goes way up and you get hungry]
(bodily-kinesthetic and intrapersonal); and/or write a song (or find
an existing song) that demonstrates the law (perhaps Dylan’s “Too
Much of Nothing?”).
13. TEACHING STRATEGIES GUIDED BY
THINKING/LEARNING STYLES AND MULTIPLE
• Use questions of all types to stimulate various levels of thinking
from recalling factual information to drawing implications and
making value judgements.
• Provide a general overview of materials to be learned, i.e.,
structured overview, advance organizers , etc., so that student’s
past experiences will be associated with the new ones.
• Allow sufficient time for information to be processed and then
integrate using both the the right-and left -brain hemispheres .
14. • Set clear purposes before any listening, viewing or
• Use descriptive feedback rather than simple praises.
• Warm up before the lesson development by using
brainstorming, set induction and etc.
• Use multisensory means for both processing and
• Use a variety of review and reflection strategies to bring
closure to learning ( writing summaries, creating opinion
• 1. Choose a topic from your field of specialization.
• 2. Think of at least ten (10) learning activities relevant to the topic you picked.
• 3. Indicate the thinking/learning styles and multiple intelligences that each learning
activity can address. Remember, a learning activity may address both thinking and
learning style and multiple intelligences.
TOPIC LEARNING ACTIVITY LEARNING STYLE/MI
• 1. In your own words, describe the different learning/thinking styles and multiple
• 2. What is/are your thinking/learning style/s? What are your dominant multiple
• 3. Choose a particular learning style and intelligence of students. Plan learning
activities that match with the particular learning styles and multiple intelligences of