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Unit 1: Focus on the 21st Century Learner

D. Diversity of Learners

Estimated Duration for Study: six hours

Diversity of Learners

Introduction

As our students enter the classroom,

they bring with them a unique background, set
of skills, and educational needs. No two
students learn the same because of these
traits. Diversity in the classroom does not
just refer to cultural diversity but also refers to
diversity in skills, knowledge, and needs.
Learners have different strategies, approaches,
and capabilities for learning that are a function
of prior experience and heredity.

Individuals are born with and develop

their own capabilities and talents. Thus, as
educators, we need to help students examine
their learning preferences, and expand or
modify them, if necessary. Specifically, we
need to look into the different theories related
to individual differences such as the theory of intelligence and concepts of multiple
intelligences and learning styles. Knowledge of these will guide us in identifying the
educational needs of our learners and to have a deeper understanding of their learning
capabilities and styles. It is important to understand these attributes in order to effectively
facilitate learning. As we attend to these differences, we can come up with instructional
methods or create materials that are aligned with the learning styles of our learners. This
can be a huge factor toward succeeding in facilitating a class that is focused on students’
needs and that is basically how to learn efficiently.

Learning Outcomes:

At the end of the lesson, you must have:

a. recognized the different theories and concepts related to intelligences and learning
styles;
b. listed possible classroom activities to address various learning styles and
intelligences; and
c. read and analyzed a research paper about multiple intelligences and learning styles
through a matrix

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Let’s Warm – up!

Multiple Intelligences and Learning Styles Inventory

Complete each section by placing a “1” next to each statement you feel accurately
describes you. If you do not identify with a statement, leave the space provided blank. Then
total the column in each section.

Section 1
_____ I enjoy categorizing things by common traits
_____ Ecological (environmental) issues are important to me
_____ Hiking and camping are enjoyable activities
_____ I enjoy working on a garden Total Number
_____ I believe preserving (saving/keeping) our National Parks is important of 1’s used in
_____ Putting things in hierarchies (system of levels) makes sense to me Section 1
_____ Animals are important in my life
___________
_____ My home has a recycling system in place
_____ I enjoy studying biology, botany and/or zoology
_____ I spend a great deal of time outdoors

Section 2
_____ I easily pick up on patterns
_____ I focus in on noise and sounds
_____ Moving to a beat is easy for me
_____ I’ve always been interested in playing an instrument
Total Number
_____ The cadence (rhythm/speed) of poetry intrigues me
of 1’s used in
_____ I remember things by putting them in a rhyme
_____ Concentration is difficult while listening to a radio or television Section 2
_____ I enjoy many kinds of music ___________
_____ Musicals are more interesting than dramatic plays
_____ Remembering song lyrics is easy for me

Section 3
_____ I keep my things neat and orderly
_____ Step-by-step directions are a big help Total Number
_____ Solving problems comes easily to me of 1’s used in
_____ I get easily frustrated with disorganized people Section 3
_____ I can complete calculations quickly in my head ___________
_____ Puzzles requiring reasoning are fun
_____ I can’t begin an assignment until all my questions are answered
_____ Structure helps me be successful
_____ I find working on a computer spreadsheet or database rewarding
_____ Things have to make sense to me or I am dissatisfied

Section 4
_____ It is important to see my role in the “big picture” of things
_____ I enjoy discussing questions about life
_____ Religion is important to me Total Number
_____ I enjoy viewing art masterpieces of 1’s used in
_____ Relaxation and meditation exercises are rewarding Section 3
_____ I like visiting breathtaking sites in nature ___________
_____ I enjoy reading ancient and modern philosophers

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_____ Learning new things is easier when I understand their value

_____ I wonder if there are other forms of intelligent life in the universe
_____ Studying history and ancient culture helps give me perspective

Section 5
_____ I learn best interacting with others
_____ “The more the merrier”
_____ Study groups are very productive for me Total Number
_____ I enjoy chat rooms of 1’s used in
_____ Participating in politics is important Section 3
_____ Television and radio talk shows are enjoyable ___________
_____ I am a “team player”
_____ I dislike working alone
_____ Clubs and extracurricular activities are fun
_____ I pay attention to social issues and causes

Section 6
_____I enjoy making things with my hands
_____ Sitting still for long periods of time is difficult for me
_____ I enjoy outdoor games and sports
Total Number
_____ I value non-verbal communication such as sign language
of 1’s used in
_____ A fit body is important for a fit mind
Section 3
_____ Arts and crafts are enjoyable pastimes
___________
_____ Expression through dance is beautiful
_____ I like working with tools
_____ I live an active lifestyle
_____ I learn by doing

Section 7
_____ I enjoy reading all kinds of materials
_____ Taking notes helps me remember and understand
_____ I faithfully (routinely/always) contact friends through letters and/or e-mail
_____ It is easy for me to explain my ideas to others
_____ I keep a journal
_____ Word puzzles like crosswords and jumbles are fun Total Number
_____ I write for pleasure of 1’s used in
_____ I enjoy playing with words like puns, anagrams and spoonerisms Section 3
_____ Foreign languages interest me ___________
_____ Debates and public speaking are activities I like to participate in

Section 8
_____ I am keenly aware of my moral beliefs
_____ I learn best when I have an emotional attachment to the subject
_____ Fairness is important to me
_____ My attitude effects how I learn
_____ Social justice issues concern me Total Number
_____ Working alone can be just as productive as working in a group of 1’s used in
_____ I need to know why I should do something before I agree to do it Section 3
_____ When I believe in something I will give 100% effort to it ___________
_____ I like to be involved in causes that help others
_____ I am willing to protest or sign a petition to right a wrong

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Section 9
_____ I can imagine ideas in my mind
_____ Re-arranging a room is fun for me
_____ I enjoy creating art using varied media Total Number
_____ I remember well using graphic organizers of 1’s used in
_____ Performance art can be very gratifying Section 3
_____ Spreadsheets are great for making charts, graphs and tables ___________
_____ Three-dimensional puzzles bring me much enjoyment
_____ Music videos are very stimulating
_____ I can recall things in mental pictures
_____ I am good at reading maps, atlases and blueprints

Now carry forward your total from each section and multiply by 10 below:

Section No. of 1’s Multiply Multiplied Score

x 10
x 10
x 10
x 10
x 10
x 10
x 10
x 10
x 10

Now plot your scores on the bar graph provided… color in the blocks up to the multiplied
score.

100
90
80
70
60
50
40
30
20
10
0 Section Section Section Section Section 5 Section Section Section Section
1 2 3 4 6 7 8 9
Types of Naturalis Musical Logical Existential Interperson Kinesthetic Verbal Intraperso Visual
Strength tic al nal

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1. Are you familiar with all the intelligences/ learning styles presented in the activity?
Share your brief insights about them.

2. What are your top 3 types of learning styles? Bottom 3 types of learning styles?

3. What do you think these learning styles tell you about the course you chose or the
career you might get into in the future?

Let’s Discover!

I. Theories of Intelligence

Researchers define intelligence as the capacity to acquire knowledge, the ability to

think and reason in the abstract, and the capability of solving problems (Stenberg, 1986).
Any theory of intelligence must be able to do three things: 1.) relate intelligence to
an individual’s internal world and explain what happens when a person thinks intelligently;
2.) accept the relation between the external world and that person’s intelligence and
explain how intelligence functions in the real world; 3.) relate intelligence to the individual’s
experiences.

 Howard Gardner’s Theory of Multiple Intelligences

The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner,
professor of education at Harvard University. It suggests that the traditional notion of
intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight
different intelligences to account for a broader range of human potential in children and
adults. These intelligences are:

1. Verbal-Linguistic Intelligence (“word smart” or “book smart”)

This intelligence involves the knowing which comes through language;
through reading, writing, and speaking. It involves understanding the order and
meaning of words in both speech and writing and how to properly use the language.
It involves understanding the sociocultural nuances of a language, including idioms,
plays on words, and linguistically-based humor. If this is a strong intelligence for
you, you have highly developed skills for reading, speaking, and writing and you tend
to think in words. You probably like various kinds of literature, playing word games,

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making up poetry and stories, engaging in involved discussions with other people,
debating, formal speaking, creative writing, and telling jokes. You are likely precise in
expressing yourself and irritated when others are not! You love learning new words,
you do well with written assignments, and your comprehension of anything you read
is high.

2. Mathematical-Logical Intelligence (“math smart” or “logic smart”)

This intelligence uses numbers, math, and logic to find and understand the
various patterns that occur in our lives: thought patterns, number patterns, visual
patterns, color patters, and so on. It begins with concrete patterns in the real world
but gets increasingly abstract as we try to understand relationships of the patterns
we have seen. If you happen to be a logical-mathematically inclined person you tend
to think more conceptually and abstractly and are often able to see patterns and
relationships that others miss. You probably like to conduct experiments, to solve
puzzles and other problems, to ask cosmic questions, and analyze circumstances and
people’s behavior. You most likely enjoy working with numbers and mathematical
formulas and operations, and you love the challenge of a complex problem to solve.
You are probably systematic and organized, and you likely always have a logical
rationale or argument for what you are doing or thinking at any given time.

3. Visual-Spatial Intelligence (“art smart” or “picture smart”)

We often say “A picture is worth a thousand words!” or “Seeing is believing!”
This intelligence represents the knowing that occurs through the shapes, images,
patterns, designs, and textures we see with our external eyes, but also includes all of
the images we are able to conjure inside our heads. If you are strong in this
intelligence you tend to think in images and pictures. You are likely very aware of
object, shapes, colors, textures, and patterns in the environment around you. You
probably like to draw, paint, and make interesting designs and patterns, and work
with clay, 2 colored markers, construction paper, and fabric. Many who are strong in
visual-spatial intelligence love to work jigsaw puzzles, read maps and find their way
around new places. You probably have definite opinions about colors that go
together well, textures that are appropriate and pleasing, and how a room should be
decorated. And, you are likely excellent at performing tasks that require “seeing with
the mind’s eyes,” such as visualizing, pretending, imagining, and forming mental
images.

4. Intrapersonal Intelligence (“self - smart” or “introspection smart”)

At the heart of this intelligence are our human self - reflective abilities by
which we can step outside of ourselves and think about our own lives. This is the
introspective intelligence. It involves our uniquely human propensity to want to know
the meaning, purpose, and significance of things. It involves our awareness of the
inner world of the self, emotions, values, beliefs, and our various quests for genuine
spirituality. If this intelligence is one of your strong points you may like to work alone
and sometimes you may shy away from others. You are probably self-reflective and
self-aware and thus you tend to be in tune with your inner feelings, values, beliefs,
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and thinking processes. You are frequently bearers of creative wisdom and insight,
are highly intuitive, and you are inwardly motivated rather than needing external
rewards to keep you going. You are often strong willed, self-confident, and have
definite, well-thought out opinions on almost any issue. Other people will often come
to you for advice and counsel.

5. Bodily-Kinesthetic Intelligence ("body smart" or "movement smart")

We often talk about “learning by doing.” This way of knowing happens
through physical movement and through the knowing of our physical body. The body
“knows” many things that are not necessarily known by the conscious, logical mind,
such as how to ride a bike, how to parallel park a car, dance the waltz, catch a
thrown object, maintain balance while walking, and where the keys are on a
computer keyboard. If you have strength in this intelligence area you tend to have a
keen sense of body awareness. You like physical movement, dancing, making and
inventing things with your hands, and roleplaying. You probably communicate well
through body language and other physical gestures. You can often perform a task
much better after seeing someone else do it first and then mimicking their actions.
You probably like physical games of all kinds and you like to demonstrate how to do
something for someone else. You may find it difficult to sit still for long periods of
time and are easily bored or distracted if you are not actively involved in what is
going on around you.

6. Interpersonal (“people smart” or “group smart”)

This is the person-to-person way of knowing. It is the knowing that happens
when we work with and relate to other people, often as part of a team. This way of
knowing also asks use to develop a whole range of social skills that are needed for
effective person-to-person communication and relating. If this person-to-person way
of knowing is more developed in you, you learn through personal interactions. You
probably have lots of friends, show a great deal of empathy for other people and
exhibit a deep understanding of other points of view. You probably love team
activities of all kinds and are a good team member--you “pull your own weight” and
often much more! You are sensitive to other people’s feelings and ideas, and are
good at piggybacking your ideas on others’ thoughts. And you are likely skilled at
drawing others out in a discussion. You are also probably skilled in conflict
resolution, mediation, and finding compromise when people are in radical opposition
to each other.

7. Naturalist Intelligence (“nature smart” or “environment smart”)

The naturalist intelligence involves the full range of knowing that occurs in
and through our encounters with the natural world including our recognition,
appreciation, and understanding of the natural environment. It involves such
capacities as species discernment, communion with the natural world and its
phenomena, and the ability to recognize and classify various flora and fauna. If the
naturalist intelligence is one of your strengths you have a profound love for the
outdoors, animals, plants, and almost any natural object. You are probably
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fascinated by and noticeably affected by such things as the weather, changing leaves
in the fall, the sound of the wind, the warm sun or lack thereof, or an insect in the
room. At a young age you were likely nature collectors, adding such things as bugs,
rocks leaves, seashells, sticks, and so on to your collections. You probably brought
home all manner and kinds of stray animals and today you may have several pets
and want more. You tend to have an affinity with and respect for all living beings.

8. Musical-Rhythmic Intelligence (“music smart” or “sound smart”)

This is the knowing that happens through sound and vibration. In the original
research on the theory of multiple intelligences this intelligence was called musical-
rhythmic intelligence. However, it is not limited to music and rhythm so I’m calling it
auditory-vibrational, for it deals with the whole realm of sound, tones, beats, and
vibrational patterns as well as music. If you are strong in this intelligence area you
likely have a love of music and rhythmic patterns. You are probably very sensitive to
sounds in the environment; the chirp of cricket, rain on the roof, varying traffic
patterns. You may study and work better with music in the background. You can
often reproduce a melody or rhythmic pattern after hearing it only once. Various
sounds, tones, and rhythms may have a visible effect on you--others can often see a
change in facial expressions, body movement, or emotional responses. You probably
like to create music and you enjoy listening to a wide variety of music. You may be
skilled at mimicking sounds, language accents, and others’ speech patterns, and you
can probably readily recognize different musical instruments in a composition.

 The Five Components of Emotional Intelligence by Daniel Goleman

Self-awareness
The ability to recognize and understand personal moods and emotions and
drives, as well as their effect on others. Hallmarks* of self-awareness include self-
confidence, realistic self-assessment, and a self-deprecating sense of humor. Self-
awareness depend on one's ability to monitor one's own emotion state and to correctly
identify and name one's emotions.

Self-regulation
The ability to control or redirect disruptive impulses and moods, and the
propensity to suspend judgment and to think before acting. Hallmarks include
trustworthiness and integrity; comfort with ambiguity; and openness to change.

Internal motivation
A passion to work for internal reasons that go beyond money and status -which
are external rewards, - such as an inner vision of what is important in life, a joy in doing
something, curiosity in learning, a flow that comes with being immersed in an activity. A
propensity to pursue goals with energy and persistence. Hallmarks include a strong drive
to achieve, optimism even in the face of failure, and organizational commitment.

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Empathy
The ability to understand the emotional makeup of other people. A skill in treating
people according to their emotional reactions. Hallmarks include expertise in building
and retaining talent, cross-cultural sensitivity, and service to clients and customers. In an
educational context, empathy is often thought to include, or lead to, sympathy, which
implies concern, or care or a wish to soften negative emotions or experiences in others.

Social Skill
It refers to the proficiency in managing relationships and building networks, and
an ability to find common ground and build rapport. Hallmarks of social skills include
effectiveness in leading change, persuasiveness, and expertise building and leading
teams.

 David Perkin’s Theory of Intelligence

In 1992 book Smart Schools, David Perkins analyses a number of different

educational theories and approaches to education. His analysis is strongly supportive of
Gardner’s theory of multiple intelligences. Perkins presents detailed arguments that IQ
has three major components or dimensions:

1. Neutral intelligence

This refers to the efficiency and precision of one’s neurological system. There
is substantial evidence that a child’s neural intelligence can be adversely affected by
the mother’s use of drugs such as alcohol and cocaine during pregnancy. Lead (such
as from lead-based paint) can do severe neural damage to a person. Vitamins, or the
lack thereof, can affect neutral intelligence.

2. Experiential intelligence

This refers to one’s accumulated knowledge and experience in different

areas. It can be thought of as the accumulation of all one’s expertise. Experiential
intelligence is based on years and years of accumulating knowledge and experiences
in both informal and formal learning environments. Such knowledge and experience
can lead to a high level of expertise in one or more fields.

3. Reflective intelligence

This refers to one’s broad – based strategies for attacking problems, for
learning, and for approaching intellectually challenging tasks. It includes attitudes
that support persistence, systematization, and imagination. It includes self –
monitoring and self – management. This kind of intelligence can be thought of as a
control system that helps make effective use of neural intelligence and experiential
intelligence. A person can learn strategies that help to make more effective use of
neural and experiential intelligence (Moursund, 1999).

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II. Learning Styles

Learning Styles are divided into two which include the cognitive styles and the the
thinking styles. Let us discuss their individual features.

 Cognitive Styles

Cognitive styles refer to the preferred way individual processes information.

These also describe a person’s typical mode of thinking, remembering or problem –
solving. Furthermore, styles are usually considered to be bipolar dimensions whereas
abilities are unipolar (ranging from zero to a maximum value). Having more of an
ability is usually considered beneficial while having a particular cognitive style simply
denotes a tendency to behave in a certain manner. Cognitive style is usually
described as a personality dimension which influences attitudes, values, and social
interaction.

The most well-known style is the independent versus dependent style. It

refers to a tendency to approach the environment in an analytical, as opposed to a
global fashion.

Field independent – Individuals can easily separate important details from a

complex or confusing background. They tend to rely on themselves and their
own thought system when solving problems.

Field dependent – Students with this style find it more difficult to see the
parts in a complex whole. They rely on others’ ideas when solving problems
and are good at interpersonal relationships.

Other cognitive styles that have been identified include:

o Scanning – differences in the extent and intensity of attention resulting in

variations in vividness of experience and the span of awareness.

o Levelling versus sharpening – individual variations in remembering that pertain to

the distinctiveness of memories and the tendency to merge similar events.

o Reflection versus impulsivity – individual consistencies in the speed and adequacy

with which alternative hypotheses are formed and responses made.

o Conceptual differentiation – differences in the tendency to categorize perceived

similarities among stimuli in terms of separate concepts or dimensions.

 Thinking Style

Thinking style is the characteristic way of processing I formation. It is the

way one acquires knowledge, acquires thoughts, forms views and opinions, applies
one’s value, solves problems, makes plans, decisions, and expresses oneself to
others.

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Professor Anthony Gregor, professor of curriculum and instruction, at the

University of Connecticut, has divided thinking styles into four groups:

Concrete Sequential Thinkers – They tend to be based in reality. They process

information in an ordered, sequential, linear way. To them, reality consists of what
they can detect through their physical sense of sight, touch, sound, taste, and smell.
They notice and recall details easily and remember facts, specific information,
formulas and rules with ease. “hands on” is a good way for these people to learn.

Concrete Random Thinkers – They are experimenters. Like concrete sequential,

they are based on reality, but are willing to take more of a trial – and – error
approach. Because of this, they often make the intuitive leaps necessary for true
creative thought. They have a strong need to find alternatives and do things on their
own way. If you are a concrete random thinker, use your divergent thinking ability.
Believe that it is good to see things from more than one viewpoint. Put yourself in a
position to solve problems but give yourself deadlines. Accept your need for change.

Abstract Random Thinkers – They organize information through reflection, and

thrive in unstructured people – oriented environments. The ‘real” world for abstract
random thinkers is the world of feelings and emotions. Their minds absorb ideas,
information, and impressions and organize them through reflection. They remember
best if information is personalized. They feel constricted when they are subjected to
a very structured environment. If you are an abstract random thinker, use your
natural ability to work with others. Recognize how strong emotions influence your
concentration. Build on your strength of learning by association. Look at the big
picture first. Be careful to allow yourself enough time to finish the job. Remind
yourself to do things through plenty of visual clues, such as colored stickers pasted
up where you will see them.

Abstract Sequential Thinkers – They love the world of theory and abstract
thought. They like to think in concepts and analyze information. They make great
philosophers and research scientists. Their thinking processes are logical, rational,
and intellectual. A favorite activity for these learners is reading, and when a project
needs to be researched they are very thorough at it. Generally, they prefer to work
alone rather than in groups. If you are an abstract sequential thinker, give yourself
exercises in logic. Feed your intellect and steer yourself toward highly structured
situations.

 Kolb’s Theory of Learning Styles

Diverging (feeling and watching)

These people are able to look at things from different perspectives. They are
sensitive. They prefer to watch rather than do, tending to gather information and use
imagination to solve problems. They are best at viewing concrete situations from
several different viewpoints.
Kolb called this style 'diverging' because these people perform better in
situations that require ideas-generation, for example, brainstorming. People with a
diverging learning style have broad cultural interests and like to gather information.

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They are interested in people, tend to be imaginative and emotional, and

tend to be strong in the arts. People with the diverging style prefer to work in
groups, to listen with an open mind and to receive personal feedback.

Assimilating (watching and thinking)

The assimilating learning preference involves a concise, logical approach.
Ideas and concepts are more important than people.
These people require good clear explanation rather than a practical
opportunity. They excel at understanding wide-ranging information and organizing it
in a clear, logical format.
People with an assimilating learning style are less focused on people and
more interested in ideas and abstract concepts. People with this style are more
attracted to logically sound theories than approaches based on practical value.
This learning style is important for effectiveness in information and science
careers. In formal learning situations, people with this style prefer readings, lectures,
exploring analytical models, and having time to think things through.

Converging (doing and thinking)

People with a converging learning style can solve problems and will use their
learning to find solutions to practical issues. They prefer technical tasks, and are less
concerned with people and interpersonal aspects.
People with a converging learning style are best at finding practical uses for
ideas and theories. They can solve problems and make decisions by finding solutions
to questions and problems.
People with a converging learning style are more attracted to technical tasks
and problems than social or interpersonal issues. A converging learning style enables
specialist and technology abilities.
People with a converging style like to experiment with new ideas, to simulate,
and to work with practical applications.

Accommodating (doing and feeling)

The Accommodating learning style is 'hands-on,' and relies on intuition rather
than logic. These people use other people's analysis, and prefer to take a practical,
experiential approach. They are attracted to new challenges and experiences, and to
carrying out plans.
They commonly act on 'gut' instinct rather than logical analysis. People with
an accommodating learning style will tend to rely on others for information than
carry out their own analysis. This learning style is prevalent within the general
population.

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Let’s Check!

In the following table, list down at least four intelligences from the list of multiple
intelligences by Howard Garners and two learning styles from Kolb’s Theory of Learning
Styles. Then, formulate possible classroom activities (title and short description) that would
cater such intelligences and learning styles listed. Indicate the subject/course, the grade
level and the lesson/topic where these activities be employed.

Subject/Course: _________________________________Grade Level: _________________

Lesson/Topic: _______________________________________________________________

Intelligences Possible Classroom Activities

1. a.

b.

2. a.

b.

3. a.

b.

4. a.

b.

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Learning Styles Possible Classroom Activities

1. a.

b.

2. a.

b.

Final Task: Let’s Do This!

Look for a research article related to Intelligences and Learning Styles. Read the
article and fill out the matrix below. Use bullets to highlight the key points in the matrix.
(Use a separate sheet if necessary.)

Title: Author/s:
Problem/ Theoretical Methodology Findings Conclusion/ Pedagogical
Objectives Framework Recommendations Implications (Pls.
formulate if not
available)

Reference
(Complete
APA
bibliographic
al entry
format)

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References:

Armstrong, T. (2020). Multiple Intelligences. Retrieved from

https://www.institute4learning.com/resources/articles/multiple-intelligences/

McLeod, S. A. (2017, October 24). Kolb - learning styles. Simply Psychology.

https://www.simplypsychology.org/learning-kolb.html.

Vega, V. & Prieto, N. (2012). Facilitating Learning. Mandaluyong City: Books Atbp.
Publishing Corp.

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Unit 1. Focus on the 21st Century Learner
D. Diversity of Learners