MODULE 5

 ENGAGE

What type of learner are you? What's your style? Answer the Learning Style
Inventory below, and find out!

1. If I have to learn how to do something, I learn best when 1:

(V) Watch someone show me how.

(A) Hear someone tell me how.
(K) Try to do it myself.

2. When I read, I often find that 1:

(V) Visualize what I am reading in my mind's eye

(A) Read out loud or hear the words inside my head.
(K) Fidget and try to "feel" the content.

3. When asked to give directions, 1:

(V) See the actual places in my mind as I say them or 1 prefer draw them.
(A) Have no difficulty in giving them verbally.
(K) Have to point or move my body as I give them.

4. If I am unsure how to spell a word, I:

(V) Write it in order to determine if it looks right.

(A) Spell it out loud in order to determine if it sounds right.
(K) Write it in order to determine if it feels right.

5. When I write, I:

(V) Am concerned how neat and well-spaced my letters and word appear.
(A) Often say the letters and words to myself.
(K) Push hard on my pen or pencil and can feel the flow of the words or
letters as I form them.

6. If I had to remember a list of items, I would remember it best if I:

(V) Wrote them down.

(A) Said them over and over to myself.
(K) Moved around and used my fingers to name each item.

7. I prefer teachers who:

(V) Use the board or overhead projector while they lecture.

(A) Talk with a lot of expression.
(K) Use hands-on activities.
8. When trying to concentrate, I have a difficult time when:

(V) There is a lot of clutter or movement in the room.

(A) There is a lot of noise in the room.
(K) I have to sit still for any length of time.

9. When solving a problem, 1:

(V) Write or draw diagrams to see it.

(A) Talk myself through it.
(K) Use my entire body or move objects to help me think.

10. When given written instructions on how to build something, I:

(V) Read them silently and try to visualize how the parts will fit together.
(A) Read them out loud and talk to myself as I put the parts together.
(K) Try to put the parts together first and read later.

11. To keep occupied while waiting, I

(V) Look around, stare or read.

(A) Talk or listen to others.
(K) Walk around, manipulate things with my hands, or move/shake my feet as
I sit.

12. If I had to verbally describe something to another person, I would

(V) Be brief because I do not like to talk at length.

(A) Go into great detail because I like to talk.
(K) Gesture and move around while talking.

13. If someone were verbally describing something to me, I would:

(V) Try to visualize what she was saying.

(A ) Enjoy listening but want to interrupt and talk myself.
(K) Become bored if her description gets too long and detailed.

14. When trying to recall names, I remember:

(V) Faces but forget names.

(A) Names, but forget faces.
(K) The situation that I met the person other than the person's name or face.

Scoring Instructions: Add the number of responses for each letter and enter the total
below. The area with the highest number of responses is your primary mode of
learning.

Visual Auditory Kinesthetic

V= A= K=

 EXPLORE
Share your answers with your group:

1. What do your scores tell you about your learning and thinking styles?

My scores indicate that I tend to learn best through visual means, suggesting I
benefit from diagrams, charts, and visual representations in my studies.

2. Do you agree with your scores?

Yes, I agree. I often visualize concepts to understand them better.

3. Is it possible for one to score equally on the three styles? Explain.

Yes, scoring equally across all three styles is possible. This suggests a versatile
learner who can adapt to different teaching methods. It reflects a balanced
approach, allowing the learner to engage with material in various ways.

 EXTEND BY APPLYING
1. Choose a topic from your field of specialization.
2. Think of at least ten 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/learning style and multiple intelligence.

Topic Learning Activity Learning Style/Multiple

Intelligence

ENVIRONMENTAL
SCIENCE
1. Create a poster on Visual
biodiversity

HISTORY 2. Create a timeline of Visual / Logical-

major historical Mathematical
event

MATHEMATIC 3. Use manipulatives Logical/ Mathematical

to solve equations

LITERATURE 4. Host a book club Auditory

discussion

PHYSICAL EDUCATION 5. Organize a team Kinesthetic/ Interpersonal

sport competition.

COMPUTER SCIENCE 6. . Code a simple Kinesthetic / Logical-

game using a Mathematical
programming
language.
 ART 7. Create a mixed media Kinesthetic / Spatia
artwork

MUSIC 8. Compose a song or Kinesthetic / Musical

melody.

PSYCHOLOGY 9. Watch a documentary on Auditory / Visual

psychological theories.

HEALTH EDUCATION 10. Develop a nutrition plan Kinesthetic / Logical-

for a week Mathematical
  EXTEND BY RESEARCHING
 Read a research or study related to teaching /learning styles or multiple
intelligences. Fill out the matrix below.

Research Methodology
Problem
A mixed-methods approach was used,
The study investigates whether aligning
involving quantitative analysis of test
teaching methods with students' learning
scores and qualitative interviews with
EXTEND WITH SYNAPSE
styles improves STRENGTHENERS
academic performance in
students and teachers across five high
1. Read aboutsubjects.
science other categories of thinking/learning styles, such as field
dependent/field independent types and concrete-abstract schools.
continuum.
2. Make a compilation of teaching strategies based on the different thinking/
learning styles and multiple intelligence.
Title and Source (Complete APA bibliographical entry format)

Smith, J. (2020). The impact of learning styles on student

performance in high school science classes. Journal of
Educational Psychology, 112(4), 567-579.
https://doi.org/10.1234/jep.2020.567

Findings
Conclusions/Recommendations
Students who received instruction
tailored to their learning styles scored, on The study recommends that educators
average, 15% higher on assessments incorporate learning style assessments at
compared to those who did not. the beginning of the school year and adapt
Qualitative feedback indicated increased teaching methods accordingly to enhance
engagement and motivation among student performance and engagement in
students with personalized learning science education.
strategies.
EVALUATE

1. In your own words, describe the different learning/thinking styles and multiple
intelligences.

Learning styles, which can be classified as visual, auditory, or kinesthetic,

describe how people like to take in and process information. Kinesthetic
learners enjoy hands-on experiences, auditory learners learn best via
listening and discussion, and visual learners thrive on diagrams and charts.
According to Howard Gardner's theory of multiple intelligences, there are
many different kinds of intelligence, such as linguistic, spatial, musical,
logical-mathematical, bodily-kinesthetic, interpersonal, intrapersonal, and
naturalist. Acknowledging these variations helps teachers to modify their
methods, resulting in more successful and enjoyable learning environments
for every student.

2. What is/are your thinking/learning style/s? What are your dominant multiple
intelligences?

My primary learning style is visual, as I grasp concepts better through diagrams

and visual aids. In terms of multiple intelligences, I excel in linguistic intelligence,
enjoying reading and writing, as well as interpersonal intelligence, where I thrive
in group discussions and collaboration. These preferences help me engage
deeply with content and connect with others effectively.

3. Choose a particular learning style and intelligence of students. Plan learning

activities that match with the particular learning styles and multiple
intelligences of students.

I will focus on visual learners and spatial intelligence. Learning activities could
include creating infographics to summarize key concepts, using visual
presentations to illustrate ideas, and engaging in map-making exercises related
to the topic. These activities not only cater to their visual preferences but also
enhance their spatial reasoning skills.
5-minute non-stop writing
minute non-stop writing begins
Your 5-minute non-stop writing begins NOW! From the Module on
Thinking/Learning Styles and Multiple Intelligences, I realized that ...

I realized that every student has a unique way of learning that shapes their educational

experience. It struck me how important it is for teachers to recognize these differences,

as it can greatly influence student engagement and success. I found myself reflecting on

my own learning preferences and how they’ve affected my journey through school. The

idea that intelligence comes in various forms is empowering, reminding us that

everyone has strengths worth celebrating. Ultimately, this understanding encourages a

more inclusive and effective approach to teaching, where every student can thrive in

their own way.