2. Learning and Thinking Styles
• refer to the preferred way an individual
processes information
I. Sensory Preferences- individuals
tend to gravitate toward one or two types of
sensory inputs and maintain a dominance in
one of the following types:
3. Visual Learners
may think in pictures and learn best
from visual aids like diagrams, illustrated
textbooks, overhead transparencies,
videos, flip charts and hand-outs
a. Visual Iconic- prefer visual imagery
like film, graphic display or pictures
b. Visual Symbolic- prefer abstract
symbolisms like written words or
mathematical formula
4. 2. Auditory Learners
learn best through verbal lectures,
discussions, talking things through and
listening to what others have to say
a. Listeners- remember things said to
them and make the information their own
b. Talkers- prefer to talk and discuss
3. Tactile/Kinesthetic Learners prefer
“learning by doing”, benefit much from
hands-on approach, actively exploring the
physical world around them
5. II. Global-Analytic Continuum
1. Analytic Learners- tend toward the
linear, step-by-step processes of learning
and see finite elements of patterns rather
than the whole
2. Global Learners- lean towards non-
linear and tend to see the whole pattern
rather than particle elements
7. Exceptionalities
These refer to learners who are
different in some way from the normal or
average. Most of these learners require a
lot of understanding and patience as well
as special education and related services if
they are to reach their full potential and
development.
8. 1. Mental Retardation and Developmental
Disabilities
2. Learning Disabilities
3. Intellectual Differences (Gifted and Talented)
4. Emotional and Behavioral Disorders
5. Visual Impairment
6. Hearing Impairment
7. Oral Communication Problems
8. Orthopedic Impairments
10. Applications in Teaching and Learning Process
1. Encourage learners to share their personal history
and experiences.
2. Integrate learning experiences and activities which
promote students’ multicultural and cross-cultural
awareness.
3. Aside from highlighting diversity, identify patterns
of unity than transcend group differences.
4. Communicate high expectations to students from
all sub-groups.
5. Use varied instructional methods to accommodate
student diversity in learning styles and multiple
intelligences.
11. • Vary the examples you use to illustrate concepts in
order to provide multiple contexts that are
relevant to students from diverse backgrounds.
• Adapt to the students’ diverse backgrounds and
learning styles by allowing them personal choice
and decision-making opportunities concerning
what they learn and how will they learn from it.
• Diversify your methods of assessing and evaluating
student learning
• 9. Purposely, form small-discussion groups of
students from diverse backgrounds: different
learning styles, multiple intelligences, different
cultural background, etc
