1. Certificate of Teaching English as a Second Language
Module title: Core Issues in ELT
Lecture 4
Learning Styles and Multiple
Intelligence
Dr. Hala Salih Mohammed Nur
English Language Institute
University of Khartoum

2. What are learning styles?
• Learning styles are simply different
approaches or ways of learning.
• Many theories developed for the LS. The most
important are David Kolb’s Learning Style and
Howard Gardner VAK model.

3. Multiple Intelligence Theory was first published in Howard
Gardner's book, Frames Of Mind (1983), and quickly became
established as a classical model by which to understand and
teach many aspects of human intelligence, learning style,
personality and behaviour - in education and industry. Howard
Gardner initially developed his ideas and theory on multiple
intelligences as a contribution to psychology, however
Gardner's theory was soon embraced by education, teaching
and training communities, for whom the appeal was
immediate and irresistible - a sure sign that Gardner had
created a classic reference work and learning model.

4. Howard Gardner’s MIC
• Gardner’s Multiple Intelligence concept divide
the human intelligence into 7 domains:
Intelligence type capability and perception
Linguistic Words and language
Logical-Mathematical logic and numbers
Musical music, sound, rhythm
Bodily-Kinesthetic body movement control
Spatial-Visual images and space
Interpersonal Interact with people
Intrapersonal self-awareness

5. Visual-Auditory-Kinesthetic
VAK Model by Gardner
According to the VAK model, most people possess a
dominant or preferred learning style, however some
people have a mixed and evenly balanced blend of
the three styles. A person's learning style is a
reflection of their mix of intelligences. It is also a
reflection of their brain type and dominance
learning style description
Visual seeing and reading
Auditory listening and speaking
Kinesthetic touching and doing

6. David Kolb's learning styles model
and experiential learning theory (ELT)
Having developed the model over
many years prior, David Kolb published
his learning styles model in 1984. The
model gave rise to related terms such
as Kolb's experiential learning theory
(ELT), and Kolb's learning styles
inventory (LSI).

7. Kolb's learning theory sets out four
distinct learning styles (or
preferences), which are based on a
four-stage learning cycle.
Kolb's model therefore works on two
levels - a four-stage cycle:
Concrete Experience - (CE)
Reflective Observation - (RO)
Abstract Conceptualization - (AC)
Active Experimentation - (AE)

8. This theory lead to a four-type definition of learning
styles, (each representing the combination of two
preferred styles, rather like a two-by-two matrix of
the four-stage cycle styles, as illustrated below), for
which Kolb used the terms:
Diverging (CE/RO)
Assimilating (AC/RO)
Converging (AC/AE)
Accommodating (CE/AE)

10. Diverging (feeling and watching - CE/RO) –
* able to look at things from different perspectives.
*sensitive.
*best at viewing concrete situations several different viewpoints.
*perform better in situations that require ideas-generation, for
example, brainstorming.
*have broad cultural interests and like to gather information to
solve problems.
*interested in people, tend to be imaginative and emotional, and
tend to be strong in the arts.
*prefer to work in groups, to listen with an open mind and to
receive personal feedback.

11. Assimilating (watching and thinking - AC/RO) –
*concise, logical approach. Ideas and concepts are more
important than people.
*require good clear explanation rather than practical
opportunity.
*excel at understanding wide-ranging information and
organising it a clear logical format.
*are more attracted to logically sound theories than
approaches based on practical value.
*important for effectiveness in information and science
careers.
*formal learning situations, people with this style prefer
readings, lectures, exploring analytical models, and having
time to think things through.

12. Converging (doing and thinking - AC/AE) –
*can solve problems and will use their learning to find
solutions to practical issues.
*prefer technical tasks, and are less concerned with people
and interpersonal aspects.
*are best at finding practical uses for ideas and theories.
*can solve problems and make decisions by finding
solutions to questions and problems.
*are more attracted to technical tasks and problems than
social or interpersonal issues.
*enables specialist and technology abilities.
*like to experiment with new ideas, to simulate, and to
work with practical applications.

13. Accommodating (doing and feeling - CE/AE) –
*'hands-on', and relies on intuition rather than logic.
*use other people's analysis, and prefer to take a practical,
experiential approach.
*are attracted to new challenges and experiences, and to
carrying out plans.
*act on 'gut' instinct rather than logical analysis.
*tend to rely on others for information than carry out their own
analysis.
*prevalent and useful in roles requiring action and initiative.
* prefer to work in teams to complete tasks.
*set targets and actively work in the field trying different ways to
achieve an objective.