Learning Styles



The object of these principles is not to give a hard conclusion to teaching styles, but rather to show the development of teaching innovation. Ideally a teacher would learn how to identify problems and begin to look towards the principles as a starting point to developing a balance between, innovation, tradition, purpose of education, and student achievement. In order to help students, teachers need to begin looking at "how" students learn. As individuals students have different learning styles. One of the most renowned authorities on learning style is Dr. Howard Gardner, of Harvard University. Based on different styles of play and multiple intelligence, the seven styles of learning are: "Plays with Words," "Plays with Questions," "Plays with Pictures," "Plays with Music," "Plays with Moving," "Plays with Socializing," and "Plays Alone." Also from Gardner’s work is the eight types of intelligence: "Linguistic intelligence, Logical-mathematical intelligence, Spatial intelligence, Musical intelligence, Bodily-kinesthetic intelligence, Interpersonal intelligence, Intrapersonal intelligence, Naturalist intelligence"

Learning styles and multiple intelligence are simply definitions and theories. Howard Gardner states that people have many different types of intelligence and have many different styles of learning themselves. He says that they may possess a balance of intelligence or a dominance of one form of intelligence that may manifest itself in a particular learning style. Learning styles are based upon the theory of multiple intelligence; the concept that individuals have different types of intelligence, and have strengths in particular types of intelligence. Research and testing are necessary to identify an individual’s predominant learning style or learning strength when the general approach to learning is unsuccessful with the advent of computer technology; this is the area that educational policy makers can have the greatest impact for our nation and its people. But they possess a higher level of one intelligence, and varying levels in the other types of intelligence and learning styles. Research and "testing" are intended to identify a person’s individual strength.

A student who plays with words is believed to have a linguistic intelligence. They enjoy words. Growing up they like to have stories read to them. They tend to have strong vocabulary, and linguistic skills. Young children might demand story after story at bedtime. Older children have strong vocabularies, love telling jokes and stories, and can get lost in books. If you give this person an opportunity to hear, see and say words associated with the desired outcome and they find the subject matter of interest they can effectively learn most topics. It is best to teach them using textbooks, written work, and using tests that emphasize their language skills.

A student that plays with questions learns best by asking questions. This style is rooted on strength in the logical-mathematical intelligence. A student that learns best by asking questions. They are most comfortable when they have an authority to give answers. Their intelligence strength shows during IQ tests. IQ tests measure math and logic skills, along with linguistic skill. Growing up they are always asking how things work, and they learn to count easily. They are skilled at math and science, enjoy puzzles and recognize patterns in the world around them. As a learner they like to figure things out by asking questions, exploring, and doing some experimenting. This person is, usually, good at math, and logic/problem solving. They are best taught when given preliminary information that will provide them with their own answers, as well as leaving them with questions. In class they function best when they can ask question and be given answers either through class discussion, or when give direct answers from an authority.

A learner that plays with pictures has a strong spatial intelligence. They enjoy drawing, designing, and looking at pictures, slides, and video, things that will stimulate their visualization of material. They are adept at visualizing and creating pictures and objects. They are especially proficient at imagining, sensing changes; doing puzzles, and reading charts and maps. Information is best absorbed by visualizing, using the 'mind's eye', manipulating (working in some way) with pictures and colors. They are most successful with alternative types of projects that utilize their creativity. In class they need to have images that they can manipulate to understand material. In testing they succeed when they can present their work visually, using graphics, graphs, or other physical objects that they can create.

The best asset for a person that plays with music is their ear. During the development stage, they do a lot of "banging." Hitting pots, and pans. Going to a piano and hitting or playing with the keys. Singing to themselves or just creating sounds around them. As older children they dislike cacophonous noise, or off -key singing. They are drawn to instruments, and have the ability to play them well. They also tend to enjoy listening to music. They excel at remembering melody, noticing the rhythms of life, and keeps perfect time. The critical aspect of their delivery system is getting new information through melodies, musical notation, or rhythm. In class they learn best when something is presented musically. Using original musicians work via audio means to present material. A possible way to utilize this is in history class play a composition, or song that relates to the current time period. Music can reflect society. Take Shakespearean folk songs, or Bob Dylan as an example. Like many works of similar eras their music reflects the world around them. In English analyzing song lyrics, as well as poetry, or literature, could help to reach this type of student.

People that learn with movement have a bodily kinesthetic intelligence. As young children they have difficulty staying still, and are often difficult to teach. They can also be a distraction to other students. But they are well coordinated. When talking to others they are still in motion, touching the other person, or using their bodies, especially their hands and arms, to express themselves. Older children may excel as dancers, or actors, or as athletes, or at mimicking others. They also tend to participate in producing a variety of crafts. For them learning has to have a kinetic component; interacting with space in some way so as to process, and remember, the new information through the body. They need to have in class avenues to utilize their bodies. In math they could find it helpful by playing athletic types of games. Have students play a game of basketball and then relate their jump shot to geometry, physics, or addition. Scoring is simple addition, to perfect a shot, body angle is important, and ball trajectory is paramount in order to score. In other areas such as math or social studies, physical presentations, like plays utilizes their skills, and strengths.

Those that socialize well have strong interpersonal skills, and have a strong interpersonal intelligence. In social situations they read the environment well, and can quickly and effective interact. They have an ability to understand and work well with others. They are joiners. Growing up, they play well with other children and hate to be left along. Later in life they may seem to naturally lead. They pick up subtle social cues, and intuitive know how to put others at ease. Leadership is an obvious skill, as well as organizing, mediating, communicating, and generally understanding people and how to work with them. Imparting new information to this person is best given by opportunities to compare and contrast, interview others with and about information, sharing ideas, cooperating to accomplish any given tacks is most effective. Classroom tactics to address these students needs range from cooperative learning, group projects, presentations, or "real world" activities, such as internships, days at work sites, or interviewing. They can demonstrate their knowledge through presentations. Activities like public speaking, group presentations, or video presentations.

Students that are categorized as someone that plays alone possess intrapersonal intelligence. These learners do better alone, pursuing their own interest. As people they have an insight into themselves. These possess a unique insight and know themselves well. In the earlier years they can be left on their own to play happily, and can be shy or stubborn. In later years children may keep a journal express strong emotions and well developed opinions, and are unconcerned by what is "in" or "out." As a learner they excel at "knowing themselves," following instincts with confidence, and is original. New information is absorbed best when projects are individual, self-paced, and singularly oriented. In class it can be difficult for them to participate, but when they do speak their ideas are well thought out, insightful, and can provide a unique or original perspective. They do best when their teacher is available for "out of class," a time when they can speak individually with the teacher. In class they can benefit from smaller discussion groups, or when in class participation is a mandate, and controlled by the teacher. They benefit most from private journal exercises, or independent studies. It is important that they trust their teacher, and feel comfortable with them, in order for them to excel.

The last intelligence that Gardner has identified is his most recent, and doesn’t correlate directly with one style of learning. It is the naturalistic intelligence. In appearance it is more like a skill than a type of intelligence. Gardner defines it as a fascination with the natural world. The people that possess this type of intelligence have an ability to recognize and classify the elements of the natural world. In youth creatures, such as insects, and animals, or plants, may fascinate them. They have the ability to distinguish them. They tend to become captivated with their science reports. It is difficult to determine a particular learning style, because this intelligence is very close to an interest. Someone who "plays alone" might find comfort away from others. Where as visual learners could be fascinated with the image or beauty of nature, or a questioner may be overtaken with the answers that they don’t know about a something they see. Consequently it would be difficult to limit this intelligence to one style of learning.

For more information on Howard Gardner, Learning styles, or Multiple Intelligence please visit the appropriate page containing brief explanations, and alternatives, as well as links to other sites.

(Click here for graphic displays of learning styles, multiple intelligence, and a joint comparison.)

Each student possesses different learning styles and different types of intelligence, but they possess them at different levels. In the classroom it is important to remember the nine principles and use them to address education to all students. In a classroom a variety of learning styles and types of intelligence are present. They are also present in students at different levels. This is why the principles of teaching are important. In order to help as many students excel as possible, variation of exercises, presentation, and examination is crucial, but too much variation hurts all of the students. They never have enough time to adapt to a particular teaching style before it changes. As White explained it is not always best to have a teaching style that matches a learning style. Innovation is important for that reason. It can help an Educator match his student’s learning style with an appropriate method of teaching. As a teacher experiments and tests different methods, exercises, techniques, or styles, they may find a style the best suits the majority of the class. Teachers and students limited on time and energy. That’s why some sacrifices have to be made. The object of education, in particular public education, is to help the largest number of students succeed and excel as possible. There isn’t enough time to work with everyone addressing individual needs. Teacher support is important for every student to succeed. In attempting various needs a teacher is inadvertently giving support, by giving as many students as possible to exhibit their strength. Also students, like anyone else appreciate validation. However a balance needs to be created, each principle, theory, and method has to find an appropriate level of application for each class. Sociologically classrooms can function as micro-societies, or even as organisms. Classes have unique group characteristics, as well as individual characteristics. Individual characteristics influence the group’s characteristic. In an organism, say a human being has a virus, a doctor doesn’t ignore it, because it could spread, nor does a doctor remove the infected limb. He works to cure the ailment. Teachers need to do the same. There is recognition of a problem, a hypothesis, research, an experiment, and a solution.