ED 105

FACILITATING LEARNER–CENTERED TEACHING

 CHAPTER 7

Student Diversity

We have become not a melting pot but a beautiful mosaic…

Different people, different beliefs, different yearnings, different hopes, different dreams.
–Jimmy Carter

Introduction

One of the educational challenges that teachers face nowadays is the diverse learners
inside the classroom. This situation calls the teachers to become more innovative and creative to
satisfy the varied characteristics and needs of the 21 st Century learners. It is essential that future
teachers like you to be more knowledgeable, most especially on how to deal with learners’ needs
and interests for you to prepare learning activities that are more meaningful for the learners. In
this chapter, you are expected to:

 discuss the factors that contribute to students diversity;

 analyze classroom scenario that considers student diversity; and

 suggest ways on how to provide learning activities considering students diversity.

 Lesson 1: Learning Styles

At the end of this lesson, you will be able to:

 Explain the big ideas concerning learning styles;

 Discuss the differences and similarities among the different learning style preferences;
and

 Design learning activities that will cater to the needs of a diverse classroom.

THINK

Learning Styles
Ignacio Estrada’s statement that, “If learners cannot learn the way we teach them, maybe
we should teach them the way they learn,” is a clear reminder for teachers to always consider in
their daily teaching the unique style of learners. Considering the different characteristics of the
learners as visual, auditory, and kinesthetic, teachers are challenged to provide activities and
materials that will correspond to their learning preferences, especially if the learners are eclectic
(a learner whose learning preference is a mixture of visual, auditory, and kinesthetic). In 1984, a
known educational psychologist, David Kolb, describes learning styles as the process whereby
knowledge is created through the transformation of experience. Jones and Blankenship (2017)
view learning styles as the preferential way in which the students absorb, process, comprehend,
and retain information. Each learner has their way of processing information, and this situation
motivates the teachers to plan and prepare lessons that will satisfy the unique learning styles of
the learners. The importance of knowing the concept of learning styles could influence teachers’
understanding of students’ individual differences (Li et al., 2016). When teachers are critically
aware of learning styles, they are likely to be very careful when designing a lesson plan, during
their teaching, and when assessing individual student (Pajares, 1992)

Kolb’s Experiential Learning Cycle

Kolb’s experiential learning style theory is typically represented through a four-stage
learning cycle. Effective learning is seen when a learner progresses through a cycle of four
stages. Kolb (1974) views learning as an integrated process in which each stage is mutually
supportive and feeding into the next part of the cycle. It is further explained that effective
learning only occurs when a learner can experience all four stages of a model.

Concrete
Experience
(doing/having an
experience)

Active Reflective
Experimentation Observation
(Planning/trying out (reviewing/
what you have reflecting on the
learned) experience)

Abstract
Conceptualization
(concluding/
learning from the
experience)

Figure 21. Kolb’s experiential learning cycle.

Kolb’s Learning Styles

Due to the heavy demands of improving the teaching-learning process, having knowledge
of the learning styles of the students is very important. Maddux, Ewing-Taylor, and Johnson
(2002) state that one way to ensure quality education and positive student outcome is considering
the relevance of student learning styles in designing instructional methods. Kolb presented four
basic learning style is incorporated accommodative, assimilative, divergent, and convergent, and
each learning style is incorporated with four learning modes: concrete experiences, reflective
observation, abstract conceptualization, and active experimentation. Kolb and Fry, in 1975,
described four different conducive learning environments that will accommodate different
learning styles and learning modes: affective learning environment, symbolic learning
environment, conceptual learning environment, and behavioral learning environment
(Richmond & Cummings, 2005).
Table 5. Conceptual schematic of Kolb’s learning styles and learning modes (Kolb, 1984)
Learning Styles Learning Modes
Assimilative Abstract Conceptualization

Strengths: Building Theoretical Models Focus: Logic, Ideas, and Concepts

Emphasis: Less on People and More on Values: Conceptual Systems and Rigorous Idea
Ideas and Concepts Analysis

Reflective Observation

Focus: Understand Meaning of Ideas

Values: Patience, Impartiality, and Thoughtful
Judgement
Accommodative Concrete Experience

Strengths: Doing and Risk-taking Focus: Involved Interpersonal Experiences

Emphasis: Adapting Oneself to New Values: Real-world Situations
Situations
Active Experimentation

Focus: Influencing People and Changing

Situations
Values: Ability to Manipulate Environments
Convergent Abstract Conceptualization

Strengths: Intelligence Tests Focus: Logic, Ideas, and Concepts

Emphasis: Problem-solving and Decision- Values: Conceptual Systems and Rigorous Idea
making Analysis

Active Experimentation

Focus: Influencing People and Changing

Situations
Values: Ability to Manipulate Environments
Divergent Reflective Observation

Strengths: Creativity and Brainstorming Focus: Understand Meaning of Ideas

Emphasis: Social Interaction and Values: Patience, Impartiality, and Thoughtful
Perspective Taking Judgment
 Concrete Experiences

Focus: Involved Interpersonal Experiences

Values: Real-world Situations
LEARNING STYLES (Kolb, 1984)
Accommodative These types of learners excel at accomplishing tasks by following directions,
meticulously planning, and ultimately seeking new experiences. They are
characterized as being opportunistic, action driven, and risk takers. They can
easily adapt to changing circumstances. They can solve problems in an
intuitive trial-and-error manner rather than through careful examination of
facts, and they rely heavily on other people for information rather than on
their analytic ability. The learning modes associated with this learning style
are concrete experience and active experimentation.
Assimilative These types of learners can reason inductively. They can create theoretical
models for assimilating disparate observations into an integrated explanation.
They are concerned with ideas and abstract concepts rather than with people
and social interactions and are concerned with abstract logical rather than
practical aspects of theories. They incorporate the learning modes of
reflective observation and abstract conceptualization.
Divergent Divergent learners are best at tasks that require imaginative ability and
awareness of meaning and value. They can identify concrete examples of a
concept and generate numerous qualities of a concept from many
perspectives. They are considered brainstormers because they prefer to
observe rather than act, are emotionally oriented, and tend to be very
creative. They prefer the learning modes of concrete experiences and
reflective observations.
Convergent Convergent learners' greatest strength is the ability to efficiently solve
problems, make decisions, and apply practical ideas to solve problems.
These learners do well on standard conventional intelligence tests because
they can organize knowledge by hypothetical-deductive reasoning and
converge to one given answer. People with this learning styles are well adept
at controlling their emotions and prefer dealing with technical tasks and
problems rather than with issues that involve interpersonal and social
interactions. Convergent learners draw from the learning modes of abstract
conceptualization and active experimentation.

LEARNING MODES (Kolb, 1984)

Concrete Experience This learning mode is the characteristic of learners who desire plenty of
opportunities for direct human interpersonal interactions. They prefer
to feel and experience rather than think. They are intuitive decision
makers who value circumstances involving people in real-world
situations. This learning mode is concerned with the uniqueness and
complexity of present reality as opposed to theories and
 generalizations. Learners who prefer this learning mode take an artistic,
intuitive approach to problem solving rather than a scientific approach.
Reflective This mode focuses on the ability to understand the meaning of ideas.
Observation Learners under this mode value objective judgment, impartiality, and
patience. They prefer abstract understanding over practical applications
and prefer to reflect and observe rather than act on a situation.
Abstract Learners who belong to this mode typically attend to tasks that involve
Conceptualization logical investigation of ideas and concepts. They are characterized by a
preference to depend on cognitive rather than emotional skills. They
involve themselves with and tackle academic problems that require the
ability to build general theories to come up with a solution. They value
rigorous idea analysis and well-defined conceptual systems. This mode
involves the use of systematic planning, manipulation of abstract
symbols, and quantitative analysis.
Active This mode focuses on actively influencing people and changing
Experimentation situations. Individuals prefer to be involved in peer interactions that
allow them to play an integral role in the decisions made in these
interactions. This mode emphasizes practical applications or solutions
rather than a reflective understanding of a problem. Learners who
belong to this mode are pragmatists and focus on doing rather than
observing, they enjoy and are especially efficient at getting the job
done, and truly value the ability to manipulate their environment to
produce productive results.

Four learning environments support the various learning styles and their associated
learning modes. Teachers must be sensitive enough to incorporate the learning environment with
the learning styles and learning modes.
LEARNING ENVIRONMENT (Kolb, 1984)
Affective Learning This learning environment emphasizes concrete experiences so that
Environment learners experience the real thing. Affective learning tasks include
activities such as practical exercise, simulations, or field experiences.
Information is usually peer-oriented and delivered informally.
Activities are non-competitive, and feedback should not be
comparative but personalized to the individual learner's goals and
needs.
Symbolic Learning Learners are involved in trying to solve problems for which there is
Environment usually a right answer or the best solution. Information is abstract and
usually presented in readings, data, pictures, and lecture formats.
Characteristic activities may include lecture, homework, and theory
readings. The teacher is acknowledged as the expert, enforcer of rules,
regulator of time, and taskmaster. The instruction format is typically
with a top-down, hierarchical class structure.
Perceptual Learning The main goal is to identify and understand relationships among
Environment concepts. Perceptual environment emphasizes the process of problem
 solving rather than coming up with the best solution. Learners are
required to collect relevant information for researching questions and
are expected to attack a problem situation through different
perspectives (own opinion, expert opinion, and literature) by listening,
observing, writing, discussing, and personal pondering. The teacher's
role is to act as a facilitator of the learning process, be non-evaluative,
and act as a mirror by reflecting student observations and comments.
Learning processes may include reflective exercises such as keeping
journals, writing reflective essays, or engaging in dialogue with other
students.
Behavioral Learning This learning environment emphasizes active application of knowledge
Environment or skills to a practical problem. Activities should not be structured so
that learners gain intrinsic rewards and values. The teacher acts as a
coach or guide but only when the student initiates or solicits help.
Small group work, interactive projects that apply theory to real-world
settings, and peer feedback are prime examples of student activities in
this environment. Measurement is in the form of how well something
worked, feasibility, salability, client acceptance, cost, testing results,
and aesthetic quality.

Convergent Learning Style

Abstract Conceptualization Active Experimentation

Learning Mode Learning Mode

Symbolic Learning Behavioral Learning

Environment Environment
Assimilative Most Effective Accommodative
Learning Style Environment Learning Style
Perceptual Learning Affective Learning
Environment Environment

Reflective Observation Concrete Experiences

Learning Mode Learning Mode
 Convergent Learning Style

Figure 22. Conceptual schematic of Kolb’s learning styles, modes, and learning environments.

It is important to note that for each learning style, there are two corresponding learning
modes, and for each learning mode, there is a corresponding learning environment. As Kolb and
Fry (1975) suggested, each of the four learning environments is supportive of a particular
learning mode with its accompanying learning styles. The Symbolic Learning Environment best
supports and Abstract Conceptualization learning mode, which is part of both the Convergent
and Assimilative learning styles. The Perceptual Learning Environment is the most effective
environment for the Reflective Observation learning mode that is part of the Divergent and
Assimilative learning styles. The Behavioral Learning Environment best supports the Active
Experimentation learning mode, which is part of the Convergent and Accommodative learning
styles. Finally, the Affective Learning Environment is the most effective learning environment
for the Concrete Experiences learning mode, which is part of the Divergent and Accommodative
learning styles.

EXPERIENCE

Presented in different academic studies, learners often come from varied backgrounds
and sociocultural settings, with corresponding varied learning styles (Bollinger, 2003), that is
why teachers must align their teaching styles with the learners’ learning styles. Effective
teaching should be based on instructional design and planning that will have a great impact on
student learning. This design includes the know-how of incorporating learning styles, learning
modes, and learning environment principles in the daily teaching-learning process. If the teacher
notices that most of the learners demonstrate assimilative and convergent styles, the he or she
will implement a learning environment that is supportive of these styles. If the class is more of
being assimilative, the teacher will provide more discussion of ideas and abstracts and would
challenge the students to come up with theories or explanation. In case the teacher notices that
the learning environment to be provided is an affective learning environment, interactive
activities will be prepared to enable the students to experience and apply the concepts or lessons.
Through this activity, the knowledge gained from interactive activities will assist the learners in
applying them in their values and future experiences. In one instance, if the learning environment
is more of perceptual and an Education student is required to observe a child, he or she will write
a case summary based on the observation, and the structure of the case summary should follow
the example of case studies conducted and described by experts in the fields like psychologists
and teachers.
 The last example is a History teacher who will teach a lesson on WWII. He might use a
darkened classroom, artificial smoke, background sounds of gun noises and wailing, and even
encouraging students to wear costumes for them to feel the situation. By doing these activities,
the learners will be motivated to learn more because a real scenario is to be presented and
experienced by the learners.

ASSESS

Activity 1: On the space provided before each number, write the concept that is described or
asked.
1. This is a preferential way in which the students absorb, process, comprehend,
and retain information.
2. He is a known educational psychologist who promoted the concept of learning
styles in education.
3. This usually occurs when the learner experienced the four stages of the
experiential learning cycle.
4. This is a learning style where learners have the ability to reason inductively.
5. This learning mode focuses on actively influencing people and changing
situations.

Activity 2: Through a graphic organizer, discuss the similarities and difference of a VISUAL,
AUDITORY, and KINESTHETIC learner. Write a one-paragraph explanation in the graphic
organizer below.
 CHALLENGE

1. Miss Pastelero, an English teacher, noticed that the dominant learning style of her Grade 11
class is divergent. If you were to advice the teacher, what kind of learning environment should
she prepare for her class? What about strategies and activities in teaching her lesson? Explain
your reasons why you suggested those activities.

2. How does considering learning styles help in providing a conductive and healthy learning
environment? Explain each concept of the student diversity.

3. Through a graphic organizer, summarize the concepts Learning Styles, Learning Modes, and
Learning Environment. Explain the similarities and differences of these three concepts.

HARNESS
1. In a group with five members, search and download the Learning Styles Inventory of Kolb.
 For BSED: Interview high school students about their learning styles. Let them answer
the Learning Styles Inventory.
 For BEED: Observe an elementary classroom scenario. Using the Learning Style
Inventory, identify the learning styles of the pupils.
2. Using the gathered data, describe the students and suggest effective strategies and activities
that will best suit their learning styles. Make an activity plan that will respond to the varied
characteristics and learning styles of the learners.

THE LESSON IN A CAPSULE

A teaching process that considers the learning styles of the learners is promoting a
conducive learning environment. It is imperative that teachers must be well versed in identifying
the learning styles, preferences, interests, and needs of their learners to prepare lessons that are
meaningful for them.
 Lesson 2: Multiple Intelligence

At the end of the lesson, you will be able to:

• explain the concepts of Multiple Intelligences;
• discuss each component of Multiple Intelligences; and
• suggest activities that will cater to the need of Multiple varied Intelligences of the
learners.

THINK

Multiple Intelligences
Educators understand and know that learners come to school with different, varied, and
unique intellectual and information processing abilities because learners have different
biological, cultural, and personal background (Ayesha & Khurshid, 2013). Learners respond to
different motivation in a very special way due to their mental capabilities that help them to
process knowledge and skills using their way of operating information. This difference is the
reason of the paradigm shift from the traditional teaching-learning process to student-centered
classroom where the questions of what content to teach and how it would be taught were
changed into big questions of how do students learn and process the lesson and how can the
teacher facilitate the delivery of the lesson. This perspective in teaching has led educators to
view the classroom as a place where teachers can provide more enjoyable learning activities in
which student learning is facilitated (Alrabah et al., 2018). Once the student-centered classroom
is given emphasis, the Multiple Intelligences (MI) of the students is given consideration. In
research conducted by Reid (1998), MI has the potential to positively influence classroom
teaching. Through accommodating the MI and learning styles of the learners, learning and
understanding of the lesson can be maximized because the learners will be potentially more
receptive to the teaching presentation and modes of presentation. Through these practices,
learners manifest varying degrees of intelligence.
Gardner (1999) presented the concept of MI based on the skills and abilities of the
learners. He debunked the century-long and traditional concept of intelligence referring only to
Intelligence Quotient (IQ). Having a high level if IQ would facilitate achieving success
according to traditional concept; however, this belief on pure intelligence measurable by a single
IQ can be labeled inaccurate (Ayesha & Khurshid, 2013).
In 1983, when Howard Gardner presented his concept about intelligence through his
book, Frames of Mind, he stated that any individual has different capabilities and tendencies in
different areas and that each has several types if intelligence that are intermingled in different
ways. He suggested MI as an alternative way to traditional classroom designs that need a variety
of ways people learn and understand. Learners do not have a single intelligence, but a range of
intelligence; that all people have these intelligences but, in each person, one of them is more
pronounced. His theory on MI had virile effects on different fields, most especially in teaching.
Through this theory, there were profound innovations in new ways and methods of lesson
presentation. At present, teachers are challenged and enjoined to provide a student-centered
classroom emboldened by MI-inspired instructions.

The Nine Multiple Intelligences

While identifying the potentials of intelligence, Gardner identified eight criteria to be
identified as intelligence:
a. potential isolation by brain damage;
b. the existence of idiots, savants, prodigies, and other exceptional individuals;
c. a distinctive development history;
d. evolutionary history and evolutionary plausibility;
e. Support from experimental psychological tasks;
f. Support from psychometric findings; and
g. Susceptibility to encoding in a symbol system.

From these eight criteria, Gardner described the nine intelligences as stated below:
Table 6. Gardner’s nine intelligences

1. Verbal-linguistic Sensitivity to the written and spoken language. This ability is mainly
 (word smart) concerned with the ability to comprehend and compose language
efficaciously, both oral and written. People who are verbal-linguistic
intelligent have good auditory skills to segment sound and even
visualize words through sensory perceptions.
2. Logical- This is the ability to calculate and comprehend situations or conditions
mathematical systematically and logically. People are good at exploring patterns and
(number smart) relationships, problem solving, and deductive and inductive reasoning.
People with logical-mathematical intelligence can easily experiment
with cause-effect relationships, categorization, classification,
inference, generalizations, calculations, and hypothesis testing.
3. Visual-spatial This is the ability to perceive, modify, and create images. People who
(picture smart) are visual-spatial intelligent can understand patterns of space. They
are environmentally sensitive to the potential to think in terms of
physical space and three-dimensional objects.
4. Musical-rhythmic This is the ability to identify pitch, rhythm, and emotional side of
(music smart) sound, and sensitivity capabilities toward sounds from the
environment and musical instruments. Learners with this intelligence
can perceive and transform, discriminate between and express in
musical forms.
5. Bodily-kinesthetic This refers to the use of the body for expression. It is described as the
(body smart) potential in using the body and its parts in mastering problems or the
creation of products. People with this kind of intelligence can express
oneself with movements, gestures, and facial expressions using the
coordination of brain and body, creating a product using the whole
body or a part of the whole body.
6. Intrapersonal This requires the ability to have self-knowledge and recognize
(self-smart) people’s similarities and differences among them. It is also manifested
through the ability to understand oneself and interpret and appreciate
own feelings, emotions, desires, strengths, and motivations. Learners
with this intelligence enable them to have self-knowledge, with clear
understanding of themselves and their inner moods, can discipline
themselves and can maintain self-esteem, and are able to take
responsibility for their own life.
7. Interpersonal This intelligence suggests the ability to identify, comprehend, and
(people smart) appreciate the emotions, intentions, motivations, desires, and beliefs
of other people. People with this intelligence can learn best through
interactions and can win a lot of friends because of empathy for
others.
8. Naturalistic This talks about the ability to identify and classify the natural world
(nature smart) around people. The naturalistic intelligent people usually live in
harmony with nature and have the ability to recognize and research all
living things in nature and to think on their creation and are good at
categorizing natural as well as scientific inventions.
9. Existential People who are existential intelligent can question the existence of
(life smart) human, the meaning of life, the reason for existence, and even death.
They have sensitivity and capacity to tackle deep questions about
 human existence and its meaning.

Gardner mentioned two important advantages of MI in education (Yalmanci & Gozum,

2013). First, the MI theory gives the opportunity to plan education program to make the students
desire for certain area (becoming a musician, a statistician, an engineer). Second, it enables
teachers to reach more students who are trying to learn different disciplines and theories.
Learning would be realized much easily on the condition that students are trained by using these
intelligence fields.
Teachers are expected to integrate MI in their daily lesson in which all types of learners
can benefit. It is true that when teachers recognize the significance of MI in the lesson, they
effectively execute lessons involving all learners and not just those who are good in numbers and
works.

EXPERIENCE

Gardner stated that instruction which is designed to help students to develop their
strengths could also trigger their confidence to develop areas in which they are not as strong.
MI theory can be used for curriculum development, planning instruction, selection of course
activities, and related assessment strategies. Learners’ multiple learning preferences can be
addressed when instruction includes a range of meaningful and appropriate methods, activities,
and assessment.
Through the integration of MI in different educational theories, teaching strategies, and
other pedagogical tools, and needs of varied types of learners in the classroom can be addressed
better. Gardner challenged teachers not to follow one specific theory or educational innovation in
designing and executing lesson, but instead employ customized goals and values appropriate to
their teaching and student needs. One clear example is the implementation of intelligence circle
inside the classroom. A lesson in Science about Ecosystem can be presented through a video
presentation (catering to the visual-spatial, musical-rhythmic, and verbal-linguistic people). A
logical-mathematical intelligent group of learners can be asked to present data and explain in
logical flow the concepts presented in the video. Bodily-kinesthetic students might be asked to
give a dance presentation of the current situation about the ecosystem. The Intrapersonal and
Existentialist will be the one to present a reflection about the video. The Visual-spatial will be
asked to come up with a drawing of the ecosystem while the verbal-linguistic will present an
explanation about the drawing. The interpersonal students’ assignment is to interview people in
the community on how they could better protect the ecosystem. Through this thematic
presentation of the lesson with the aid of MI, the learners’ needs, interests, and intelligences will
be satisfied, thus promoting a more conducive and learner-centered learning environment.
 ASSESS

Activity 1: On the space provided before each number, write the concept that is being described
or asked.
Howard Gardner 1. He is a professor of education in Harvard University whose early work in
psychology and later in human cognition and human potential led to the
development and discovery of intelligences.
Intelligence 2. This refers to the biopsychological potential of human being to process
__certain kinds of information in certain kinds of way.
Bodily-kinesthetic 3. Learners with this kind if intelligence learn best through hands-on
activities.
Interpersonal 4. This intelligence refers to the ability on an individual to deal with varied
____people.
Existential 5. Learners who have this kind of intelligence can raise questions pertaining to
___the importance of human existence.

Activity 2: Explain the concept of MI and its importance in the education of the learners through
a graphic organizer. Discuss also the challenges that teachers might encounter in the
implementation of MI in their daily teaching.

multiple intelligences
applied teaching
activities could
significantly enhance
students' learning
achievement

Learners can make

connections where promote the

Importance motivation to learn

content interacts with
the natural world

of Multiple
Intellegences

even enhance the

ability of enhance reading the
cooperative learning comprehension
with peers
In using the theory of multiple intelligences as a base in any classroom and by adding
technology, educators can allow students to use their strongest intelligence in order to understand
and learn best. Classrooms should incorporate more technology for in-class assignments and
learning, as some students require different teaching and learning strategies in order to fully
grasp ideas and
succeed._______________________________________________________________________
Educators understand the concept of multiple intelligences but the real challenge they face is to
implement it in the curriculum. The adoption of MI into curriculum indicates assessment of
student learning strengths and problems along with the instructions which is tailored for diverse
learning. Now the big concern is how to make MI convenient in day to day classroom
experience. These problems can be listed as follows; inadequate education about the subject,
crowded classes, pressure of time, difficulties in evaluation and books and teaching materials
that are not compatible with
MIT._____________________________________________________________________

CHALLENGE

1. Mr. Joseph Borromeo, a fresh BEEd graduate, was hired to teach in a private school. He
observed that his Grade 2 class is composed of different kinds of learners. He noticed that
some learn best once graphics and visuals are presented to them; some are musically inclined
learners; many learners prefer to move and do actions as they learn the lesson. What will you
advice to Mr. Borromeo to satisfy the needs and characteristics of his learners? Give atleast
two concrete examples for this situation.
I will suggest the he will Incorporating for example, role play, collaborative work, picture
puzzles or field trips allows for a learning experience that will not only allow different types
of learners to learn but will enrich every individual's understanding of the
topic.______________________________________________________________________
2. How do Multiple Intelligences provide holistic learning for all learners?
Multiple intelligences suggests that we all learn holistically but develop different capacities
by teaching to the dominant learning intelligences, teachers will find students to be more
productive, more receptive and more willing to engage in the learning process. and
intelligences which customized instruction through schooling can further draw out and
nurture in each
individual.____________________________________________________________
3. Explain how Multiple Intelligences and Learning Styles complement each other. Suggest
ways on how to integrate these two big concepts in holistic teaching.
 Without learning styles, multiple intelligence theory proves unable to describe different
processes of thought and feeling. Each theory responds to the weaknesses of the other;
together, they form an integrated picture of intelligence and
difference.___________________
In integrating these major theories of knowledge, we moved through three steps. First, we
attempted to describe, for each of Gardner's intelligences, a set of four learning processes or
abilities, one for each of the four learning styles. For linguistic intelligence, for example, the
Mastery style represents the ability to use language to describe events and sequence
activities; the Interpersonal style, the ability to use language to build trust and rapport; the
Understanding style, the ability to develop logical arguments and use rhetoric; and the Self-
expressive style, the ability to use metaphoric and expressive
language._______________________________
Next, we listed samples of vocations that people are likely to choose, given particular
intelligence and learning-style profiles. Working in this way, we devised a model that linked
the process-centered approach of learning styles and the content and product-driven multiple
intelligence theory.___________________________________________________________
As the final step in constructing the intelligence-learning style, we collected descriptions of
products that a person with strengths in each intelligence and style might create. For
example, in the linguistic intelligence domain, a person with the Mastery style might write an
article, put a magazine together, develop a newscast, or describe a complex
procedure._______________
In the kinesthetic intelligence domain, a person with an Understanding style might
choreograph a concept or teach a physical education concept; a person with a Self-expressive
style might create a diorama or act out emotional states or concepts. A class display of such
lists might accompany
charts.____________________________________________________________
HARNESS

Using this curriculum wheel, suggest activities that will best implement the Multiple
Intelligences in the given topic.

Visual Spatial:
 Jigsaw Puzzle
 Map-making
 Memory Games
 Matching games

Interpersonal:
 Team- building Bodily- kinesthetic:
exercise  Allow for physical
exercise, dance, or
 Conducting Division martial arts.
interviews
 Role-Playing  Create opportunities
for dramatic arts
such as skits.
 Verbal-linguistic
 Put up a Book
Club, Poetry
club, publication
club & Theatre
arts club

THE LESSON IN A CAPSULE

As learners’ intelligences can be identified, it is a call for every teacher to design and
plan lessons that will awaken the interest and enhance the abilities of the learners. To ensure that
learning is holistic, that is, catering to the knowledge, values, and attitudes, and skills needs of
the learners, teachers should incorporate Multiple Intelligences and Learning Styles in every
teaching moment.

CHAPTER SUMMARY

At the onset of the 21st Century, student diversity is now an educational concern being
considered by public and private schools. Considering student diversity is both a challenge and
an inspiration for the teachers. It is a challenge because teachers need to hone their skills and
abilities to cater to the needs of the diverse learners in the classroom and also an inspiration
because of the feeling of self-fulfillment once the needs and unique styles of learners are
satisfied. Socioeconomic status, cultural and family background, learning preferences and styles
are among the issues that need to be considered in teaching the learners. Learning styles refer to
the learners’ preferred way of processing information and knowledge. To accommodate all
characteristics of the millennials, learning styles, learning modes, and learning environment must
be put to harmony. Multiple Intelligences, as promoted by Howard Gardner, inspires teachers to
become more innovation and creative in providing a well-managed and well-planned classroom
setting by considering the different intelligences and abilities of the learners. Through the
incorporation of Multiple Intelligences and Learning Styles, the classroom will now become a
place where the talents of learners are showcased, and where they both learn and enjoy
classroom experiences.

CHAPTER ASSESSMENT

Instruction: Read and analyze each situation. Choose the letter of the best answer.
1. This area in Kolb’s Experiential Learning Cycle refers to the real-life experiences of the
learners inside the classroom. What is this term?
a. active experimentation c. concrete experience
b. reflective observation d. abstract conceptualization
2. This learning style refers to people who have less focus on interaction but more on ideas and
concepts.
a. assimilative c. convergent
b. accommodative d. divergent
3. Sean Claude, a Grade 6 pupil, is more inclined to solving problems and assessing issues. His
learning style is more on _________.
a. assimilative c. convergent
b. accommodative d. divergent
4. What learning environment will you provide if you notice that your high students prefer
visual, diagram, and pictures?
a. affective c. perceptual
b. symbolic d. behavioral
5. A class of elementary pupils to prefer to experience the lessons being presented to them. As a
teacher sensitive to your pupils’ characteristics, what type of learning environment will you
provide?
a. affective c. perceptual
b. symbolic d. behavioral
6. This learning mode is a characteristic of learners who prefer direct human personal
interaction.
a. active experimentation c. concrete experience
b. reflective observation d. abstract conceptualization
7. Gabriel Elijah is a Grade 9 student whose mode of learning is more on analyzing ideas and
lesson concepts. He is good in systematized planning and explaining concepts. His learning
mode is more of ________.
a. active experimentation c. concrete experience
b. reflective observation d. abstract conceptualization
8. Who proposed the Experiential Learning Cycle where learning is an integrated process of
experience, observation, conceptualization, and experimentation?
a. David Krathwohl c. Howard Gardner
b. David Kolb d. Sigmund Freud
9. A learning style where the students draw from the learning modes of abstract
conceptualization and active experimentation.
a. assimilative c. accommodative
b. convergent d. divergent
10. This is a learning environment where small group works, interactive projects applies to real-
world settings, and interaction and evaluation work best for some types of learners.
a. affective c. perceptual
b. symbolic d. behavioral
11. A learner whose learning preferences are varied and not only focused on only one aspect.
a. erotic c. epileptic
b. eclectic d. eccentric
12. Kent is highly interested in keeping pets. He also finds enjoyment in gardening and strolling
in beaches. His Multiple Intelligence is described as __________.
a. interpersonal c. naturalist
b. intrapersonal d. musical-rhythmic
13. A group of senior high students prefers joining debates and analysis of social issues. Their
Multiple Intelligence is inclined to _______.
a. verbal-linguistic c. naturalist
b. logical-mathematical d. existentialist
14. This is a kind of lesson prepared by teachers where all intelligences are considered in
teaching one specific topic or lesson.
a. focused c. thematic
b. brief d. detailed
15. This is an intelligence manifested by a child whose interest is on dealing with people,
mingling with others, and joining groups.
a. interpersonal c. naturalist
b. intrapersonal d. musical-rhythmic